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THE EFFECT OF TEACHER SUPPORT ON LEARNING BURNOUT: THE MEDIATING ROLE OF SCHOOL BELONGING AND ACADEMIC RESILIENCE
Long Huang1, Zijian Yao1, Xin Jin1
1Anhui Provincial College Student Mental Health Education Research Center, School of Humanities and Management, Wannan Medical University, 241002 Wuhu, China.
Background:
Medical students are currently facing heavy academic pressure and are prone to learning burnout. This study aims to explore the effect of teacher support on improving medical students' learning burnout and discuss its internal mechanism, namely the mediating role of school belonging and academic resilience.
Methods:
Using a cluster sampling method, an online survey was conducted among 911 medical students from Wannan Medical College from November to December 2022. Participants were required to complete a questionnaire consisting of four scales: teacher support, learning burnout, school belonging, and academic resilience. Correlation analysis, regression analysis, and mediation effect analysis were employed for data analysis.
Results:
The relationship between learning burnout and the three variables of teacher support, school belonging, and academic resilience is significantly negative (p<0.001). Meanwhile, there is a significant positive correlation among teacher support, school belonging, and academic resilience (p< 0.001). A mediation analysis revealed that teacher support significantly and positively predicts school belonging (p<0.001). School belonging, in turn, significantly and negatively predicts learning burnout (p<0.001). Additionally, teacher support significantly and positively predicts academic resilience (p<0.001). Academic resilience was able to significantly negatively predict learning burnout (p<0.001). School belonging significantly positively predicted academic resilience (p<0.001). School belonging and academic resilience as chain mediators between teacher support and burnout.
Conclusion:
Teacher support can improve medical student burnout directly and also indirectly by enhancing medical students' sense of school belonging and academic resilience. Future educators and universities can create positive learning experiences for students and alleviate their learning burnout by fostering an environment that emphasizes teacher support and a strong sense of school belonging, as well as enhancing medical students' academic resilience. These internal and external factors will contribute to the academic success of medical students.
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