ArticleFrontiers in psychology2022
Relationship Between Family Socioeconomic Status and Learning Burnout of College Students: The Mediating Role of Subjective Well-Being and the Moderating Role of Resilience.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 16 citations in OpenAlex.
- The impact of subjective well-being on college students' academic burnout: the chain mediating role of psychological resilience and academic stress.BMC psychology · 2026Article
- Between Depression and Alienation: Burnout as a Translator Category for Critical Theories.Culture, medicine and psychiatry · 2025Article
- Deep breathing exercises in easing educational stress among Indian high school students.Bioinformation · 2024Article
- The relationship between extracurricular sports participation and subjective well-being in junior high school students: a moderated mediation model.Frontiers in public health · 2024Article
- Socioeconomic Status and Students' Mental Health during the COVID-19 University Closure: Mediating Roles of Perceived Social Support and Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2023Article
- The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China.Healthcare (Basel, Switzerland) · 2022Article
Corrections and comments
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Authors and funding
15 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Learning burnout affects the positive development of college students. The present study aimed to investigate the relationship between family socioeconomic status (FSES) and learning burnout, as well as the mediation effect of subjective well-being and the moderation effect of resilience in this relation. Methods: A total of 550 Chinese college students from Yunnan completed a questionnaire measuring the research variables in this study. Results: (1) After controlling for participants' gender and age, FSES negatively, and significantly predicted learning burnout; (2) subjective well-being partially mediated the relationship between FSES and learning burnout; and (3) the direct effect of FSES on learning burnout and the mediation effect of subjective well-being was moderated by resilience. The level of learning burnout of individuals with low resilience increased significantly with the decrease of FSES, and the level of learning burnout of individuals with high resilience decreased significantly with the increase in subjective well-being. Conclusion: The present findings support the moderated mediation model underlying the relationship between FSES and learning burnout. This also has significant implications for formulating prevention and intervention measures on learning burnout among college students. Limitations: First of all, this study used the cross-sectional study design, which cannot make a causal inference. In addition, the sample in this study is university students from Kunming, which may affect the popularity of the results.
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