Qin Zhenkai, Yang Guifang, Lin Ziqian, Ning Yimin, Chen Xiaolong, Zhang Hongfeng, Un In Wong Cora
School of Information Technology, Guangxi Police College, Nanning, China.
School of Business Administration, Guangxi University, Nanning, Guangxi, China.
Front Psychol. 2025 Jun 5;16:1559330. doi: 10.3389/fpsyg.2025.1559330. eCollection 2025.
With the increasing academic pressure faced by university students, academic burnout has gradually become a critical factor affecting students' learning outcomes, drawing widespread attention in the field of education.
A survey was conducted among 306 Chinese university students using five validated instruments: the Academic Burnout Scale, Learning Satisfaction Scale, Learning Engagement Scale, Academic Achievement Scale, and Educational Values Scale. Data were analyzed using SPSS 26.0 and PROCESS macro (Model 6 and Model 14), incorporating correlation analysis, regression analysis, mediation and moderated mediation tests via bootstrapping.
Academic burnout had a significant negative effect on academic achievement. Both learning satisfaction and learning engagement had significant positive effects on academic achievement and jointly played a chain mediation role between academic burnout and academic achievement. Educational values significantly moderated the effect of learning engagement on academic achievement, as well as the entire chain mediation pathway.
The results highlight a significant chain mediation effect of learning satisfaction and engagement in the relationship between academic burnout and academic achievement. Moreover, educational values can significantly moderate the relationship between academic burnout and learning achievement. Based on the empirical findings, the study proposes three recommendations for improving students' learning achievements: Improve students' learning satisfaction; Strengthen the development of students' learning engagement; Enhance the positive influence of educational values. By addressing academic burnout from the perspectives of learning satisfaction, learning engagement, and educational values, the study aims to improve students' learning achievements and foster collaboration between schools, teachers, and students to create positive conditions for academic development.
随着大学生面临的学业压力不断增加，学业倦怠逐渐成为影响学生学习成绩的关键因素，在教育领域引起了广泛关注。
使用五种经过验证的工具对306名中国大学生进行了调查：学业倦怠量表、学习满意度量表、学习投入量表、学业成绩量表和教育价值观量表。使用SPSS 26.0和PROCESS宏（模型6和模型14）对数据进行分析，包括相关分析、回归分析、中介和调节中介检验（通过自抽样法）。
学业倦怠对学业成绩有显著的负面影响。学习满意度和学习投入对学业成绩均有显著的正面影响，并在学业倦怠和学业成绩之间共同发挥链式中介作用。教育价值观显著调节了学习投入对学业成绩的影响，以及整个链式中介路径。
研究结果突出了学习满意度和投入在学业倦怠与学业成绩关系中的显著链式中介效应。此外，教育价值观可以显著调节学业倦怠与学习成绩之间的关系。基于实证研究结果，该研究提出了三项提高学生学习成绩的建议：提高学生的学习满意度；加强学生学习投入的培养；增强教育价值观的积极影响。通过从学习满意度、学习投入和教育价值观的角度解决学业倦怠问题，该研究旨在提高学生的学习成绩，并促进学校、教师和学生之间的合作，为学业发展创造积极条件。
