Academic Motivation and Social Support: Mediating and Moderating the Life Satisfaction and Learning Burnout Link

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Abstract

Background

The phenomenon of university students’ learning burnout has attracted the research of many scholars because of its typicality. This study aims to explore the relationship between life satisfaction, academic motivation, social support and learning burnout among university students and its underlying mechanisms.

Methods

A total of 1917 university students participated in this cross-sectional study. Research instruments included the Adolescent Student Life Satisfaction Scale, University Students’ Academic Motivation Questionnaire, Adolescent Learning Burnout Scale and Adolescent Social Support Scale. The data analysis comprised descriptive statistics, correlation analyses, and assessment of multicollinearity through Variance Inflation Factor (VIF). Advanced analyses were conducted using Model 4 for mediation and Model 1 for moderation from the PROCESS macro.

Results

(1) life satisfaction significantly and positively predicts academic motivation; (2) academic motivation significantly and negatively predicts learning burnout; and (3) life satisfaction significantly and negatively predicts learning burnout; (4) academic motivation partially mediates the effect of life satisfaction on learning burnout; and (5) social support plays a moderating role in the effect of academic motivation on learning burnout.

Discussions

These results illuminate the complex web of relationships among life satisfaction, academic motivation, social support, and learning burnout. The partial mediating role of academic motivation underscores its significance in the link between life satisfaction and learning burnout. Additionally, the moderating impact of social support emphasizes its role in ameliorating or exacerbating the effects of academic motivation on learning burnout.

Conclusion

These findings can help researchers and educators better understand the underlying mechanisms between life satisfaction and learning burnout. Meanwhile, the results of the study can provide practical and effective operational suggestions for preventing and intervening in university students’ learning burnout and improving their academic motivation.

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Most cited references 86

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Common method biases in behavioral research: A critical review of the literature and recommended remedies.

Philip M Podsakoff, Scott MacKenzie, Jeong-Yeon Lee … (2003)

Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.

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The age of adolescence

Susan Sawyer, Peter S Azzopardi, Dakshitha Wickremarathne … (2018)

Adolescence is the phase of life stretching between childhood and adulthood, and its definition has long posed a conundrum. Adolescence encompasses elements of biological growth and major social role transitions, both of which have changed in the past century. Earlier puberty has accelerated the onset of adolescence in nearly all populations, while understanding of continued growth has lifted its endpoint age well into the 20s. In parallel, delayed timing of role transitions, including completion of education, marriage, and parenthood, continue to shift popular perceptions of when adulthood begins. Arguably, the transition period from childhood to adulthood now occupies a greater portion of the life course than ever before at a time when unprecedented social forces, including marketing and digital media, are affecting health and wellbeing across these years. An expanded and more inclusive definition of adolescence is essential for developmentally appropriate framing of laws, social policies, and service systems. Rather than age 10-19 years, a definition of 10-24 years corresponds more closely to adolescent growth and popular understandings of this life phase and would facilitate extended investments across a broader range of settings.

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Is Open Access

Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland

Timon Elmer, Kieran Mepham, Christoph Stadtfeld (2020)

This study investigates students’ social networks and mental health before and at the time of the COVID-19 pandemic in April 2020, using longitudinal data collected since 2018. We analyze change on multiple dimensions of social networks (interaction, friendship, social support, co-studying) and mental health indicators (depression, anxiety, stress, loneliness) within two cohorts of Swiss undergraduate students experiencing the crisis (N = 212), and make additional comparisons to an earlier cohort which did not experience the crisis (N = 54). In within-person comparisons we find that interaction and co-studying networks had become sparser, and more students were studying alone. Furthermore, students’ levels of stress, anxiety, loneliness, and depressive symptoms got worse, compared to measures before the crisis. Stressors shifted from fears of missing out on social life to worries about health, family, friends, and their future. Exploratory analyses suggest that COVID-19 specific worries, isolation in social networks, lack of interaction and emotional support, and physical isolation were associated with negative mental health trajectories. Female students appeared to have worse mental health trajectories when controlling for different levels of social integration and COVID-19 related stressors. As universities and researchers discuss future strategies on how to combine on-site teaching with online courses, our results indicate the importance of considering social contacts in students’ mental health and offer starting points to identify and support students at higher risk of social isolation and negative psychological effects during the COVID-19 pandemic.

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Author and article information

Journal

Journal ID (nlm-ta): Psychol Res Behav Manag

Journal ID (iso-abbrev): Psychol Res Behav Manag

Journal ID (publisher-id): prbm

Title: Psychology Research and Behavior Management

Publisher: Dove

ISSN (Electronic): 1179-1578

Publication date (Electronic): 04 November 2023

Publication date Collection: 2023

Volume: 16

Pages: 4583-4598

Affiliations

[1 ]Teachers College, Jimei University , Xiamen, Fujian, 361021, People’s Republic of China

[2 ]School of Marine Culture and Law, Jimei University , Xiamen, Fujian, 361021, People’s Republic of China

[3 ]School of Foreign Languages, Xiamen Institute of Technology , Xiamen, Fujian, 361021, People’s Republic of China

[4 ]College of Education, Zhejiang University , Hangzhou, Zhejiang, 310058, People’s Republic of China

Author notes

Correspondence: Fanghao Xiao; Mingkun Que, Email xiaofanghao@xit.edu.cn; quemingkun@zju.edu.cn

Author information

Chunmei Chen http://orcid.org/0000-0001-7763-0340

Yujie Zhu http://orcid.org/0000-0002-3154-708X

Fanghao Xiao http://orcid.org/0000-0003-2390-8399

Article

Publisher ID: 438396

DOI: 10.2147/PRBM.S438396

PMC ID: 10631375

PubMed ID: 38024656

SO-VID: a345a8c6-8811-4ee9-b09e-4a1cc1dd4701

License:

This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License ( http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms ( https://www.dovepress.com/terms.php).

History

Date received : 03 September 2023

Date accepted : 27 October 2023

Page count

Figures: 3, Tables: 5, References: 90, Pages: 16

Funding

Funded by: Research Program for College Counselors in Fujian Province;

Research Program for College Counselors in Fujian Province (JSZF2020070).

Academic Motivation and Social Support: Mediating and Moderating the Life Satisfaction and Learning Burnout Link

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Results

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Conclusion

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Most cited references 86

Common method biases in behavioral research: A critical review of the literature and recommended remedies.

The age of adolescence

Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland

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