Brueckmann Malin, Wild Elke, Wolff Fabian
Department of Psychology, Bielefeld University, Universitätsstraße. 25, 33615, Bielefeld, Germany.
BMC Psychol. 2025 Aug 28;13(1):977. doi: 10.1186/s40359-025-03354-z.
Excessive study behaviour as a precursor to academic burnout is receiving increasing attention in the research landscape. However, potential risk factors for this behaviour remain largely unconsidered. Against this background, this study, based on the self-esteem model of burnout, examines the risk-increasing influence of academic self-esteem contingency on burnout and extends the empirical research on this topic by investigating the mediating effect of excessive study behaviour. Moreover, it investigates the indirect effect of parental academic negative conditional regard at school age on burnout during university.
A serial mediation model was used to analyse the research questions cross-sectionally across a sample of 624 students at German universities. The data was collected in the winter semester 2023/24.
Excessive study behaviour mediated the relationships between academic self-esteem contingency and the burnout dimensions of exhaustion and reduced self-efficacy. Moreover, parental academic negative conditional regard experienced during school age showed indirect effects on exhaustion and cynicism at university.
The findings provide empirical support for the self-esteem model of burnout, which posits that burnout occurs as a result of a self-esteem that is contingent upon academic performance and compensatory excessive engagement. Furthermore, this study provides evidence of the long-term negative effects of parental academic negative conditional regard from school through the university years.
过度学习行为作为学术倦怠的先兆，在研究领域正受到越来越多的关注。然而，这种行为的潜在风险因素在很大程度上仍未得到考虑。在此背景下，本研究基于倦怠的自尊模型，考察学术自尊偶然性对倦怠的风险增加影响，并通过研究过度学习行为的中介作用，扩展了关于这一主题的实证研究。此外，本研究还考察了学龄期父母学业负面条件性关注对大学期间倦怠的间接影响。
采用系列中介模型，对德国大学624名学生的样本进行横断面研究，分析研究问题。数据收集于2023/24年冬季学期。
过度学习行为在学术自尊偶然性与倦怠维度中的疲惫和自我效能感降低之间起中介作用。此外，学龄期经历的父母学业负面条件性关注对大学期间的疲惫和玩世不恭表现出间接影响。
研究结果为倦怠的自尊模型提供了实证支持，该模型认为倦怠是由于依赖学业成绩的自尊和补偿性过度投入导致的。此外，本研究提供了证据，证明从小学到大学期间，父母学业负面条件性关注具有长期负面影响。
