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Updated: Jun 10, 2025

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The relationship between explicit and implicit educational values and learning burnout among senior high school

Ge Yu1, Xiaoling Lu1, Xun Sun2

  • 1School of Education Science, Liupanshui Normal University, China.

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|October 21, 2024
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Summary

Explicit and implicit educational values are negatively linked to student learning burnout in China. However, explicit and implicit values showed no correlation, suggesting they are independent psychological constructs.

Keywords:
Educational valuesImplicit attitudesLearning burnout

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Area of Science:

  • Educational Psychology
  • Social Psychology
  • Adolescent Development

Background:

  • Understanding the factors contributing to learning burnout in high school students is crucial for educational interventions.
  • The interplay between students' conscious beliefs (explicit values) and subconscious attitudes (implicit values) regarding education remains underexplored in relation to academic stress.

Purpose of the Study:

  • To investigate the relationship between explicit and implicit educational values and learning burnout among Chinese senior high school students.
  • To examine the specific nature of explicit and implicit educational values held by adolescents.

Main Methods:

  • Stratified cluster sampling was employed to recruit 768 senior high school students from six schools in China.
  • A survey assessed explicit educational values and learning burnout.
  • The Single Category Implicit Association Test (SC-IAT) measured implicit attitudes toward educational values.

Main Results:

  • Explicit educational values prioritized economic benefits, while implicit values leaned towards the external value of education.
  • Both explicit and implicit educational values demonstrated a significant negative correlation with learning burnout.
  • No significant correlation was found between explicit and implicit educational values, indicating their psychological independence.

Conclusions:

  • Both conscious and subconscious educational values are associated with reduced learning burnout in high school students.
  • Explicit and implicit value systems operate independently, suggesting different mechanisms influence student well-being and academic engagement.
  • Findings highlight the importance of addressing both overt and covert educational values in strategies to mitigate student burnout.