Jiang Yong, Ge Wen-Ting, Wu Yu-Ge, Zhou Han-Zhu, Zhang Jun-Xuan
School of Laboratory Medicine, Jilin Medical University, Jilin City, China.
Front Psychol. 2025 Jul 16;16:1504097. doi: 10.3389/fpsyg.2025.1504097. eCollection 2025.
Academic burnout has become a pressing concern in higher education, particularly with the rise of online learning. This study aimed to investigate the effectiveness of the Teacher-Student Collaborative Assessment (TSCA) model in mitigating academic burnout among college students with diverse learning styles.
A quasi-experimental design was applied to two undergraduate classes ( = 85) at Jilin Medical University. The Kolb Learning Style Inventory was used to categorize students into adaptive, assimilative, divergent, and convergent types. Academic burnout was assessed at the start and conclusion of a 3-month TSCA-based course using a validated burnout questionnaire.
The results indicated that students with adaptive and divergent learning styles experienced a statistically significant decrease in burnout levels ( < 0.05), whereas those with assimilative and convergent styles did not (>0.05).
These findings suggest that the TSCA model may be particularly effective for certain learner types in reducing academic burnout and enhancing engagement in online education. This study provides practical insights for personalized teaching interventions and online course design.
学业倦怠已成为高等教育中一个紧迫的问题，尤其是随着在线学习的兴起。本研究旨在调查师生协作评估（TSCA）模式在缓解不同学习风格大学生学业倦怠方面的有效性。
对吉林医药学院的两个本科班级（n = 85）采用准实验设计。使用科尔布学习风格量表将学生分为适应型、同化型、发散型和聚合型。在为期3个月的基于TSCA的课程开始和结束时，使用经过验证的倦怠问卷对学业倦怠进行评估。
结果表明，适应型和发散型学习风格的学生倦怠水平在统计学上有显著下降（p < 0.05），而同化型和聚合型学习风格的学生则没有（p>0.05）。
这些发现表明，TSCA模式在减少学业倦怠和提高在线教育参与度方面可能对某些学习者类型特别有效。本研究为个性化教学干预和在线课程设计提供了实际见解。
