ArticleBehavioral sciences (Basel, Switzerland)2024
School Connectedness and Academic Burnout in Middle School Students: A Multiple Serial Mediation Model.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Exploring the Relationship Between Academic Stress and Academic Engagement in Chemistry Laboratory Learning: The Mediating Role of Learning Burnout and the Differentiated Roles of Stress Sources.Behavioral sciences (Basel, Switzerland) · 2026Article
- Academic Self-Handicapping, Buoyancy, and Burnout in Junior High School: Longitudinal Dynamics with Implications for School-Based Prevention.Behavioral sciences (Basel, Switzerland) · 2026Article
- Core self-evaluation and school disengagement in early adolescence: a three-wave longitudinal network analysis.Frontiers in psychology · 2026Article
- Perceived Bullying in Physical Education Classes, School Burnout, and Satisfaction: A Contribution to Understanding Children's School Well-Being.Healthcare (Basel, Switzerland) · 2025Article
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4 authors.
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Abstract
Higher levels of school connectedness are associated with better study habits, but their relationship with academic burnout and the underlying mechanisms have not been revealed. We used a questionnaire to investigate the relationship between school connectedness and academic burnout and the mediating mechanisms of burnout in a sample of 394 Chinese middle school students, controlling for class, gender, and grade level. The results revealed that (1) school connectedness, autonomous motivation to learn, and core self-evaluations were significantly negatively related to academic burnout; and that (2) academic self-handicapping, core self-evaluations, and autonomous motivation to learn individually mediated the effects of school connectedness on academic burnout and mediated the effects of multiple factors. Therefore, educators should pay attention to the emotional needs of junior high school students, increase the level of school connectedness, consciously help students cultivate positive psychological factors such as autonomous motivation and core self-evaluations, reduce academic self-handicapping, increase their learning pleasure, and alleviate junior high school students' academic burnout.
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