ArticleFrontiers in psychology2025
A study of the improvement of academic burnout of students with different learning styles by teacher-student collaborative assessment.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- The association between online learning environments and academic emotions in medical education: a controlled value theory perspective.BMC medical education · 2026Article
- The impact of physical activity on academic burnout in Chinese college students: a moderated chain mediation model.Frontiers in psychology · 2025Article
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Authors and funding
5 authors.
Funding
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Abstract
Introduction: Academic burnout has become a pressing concern in higher education, particularly with the rise of online learning. This study aimed to investigate the effectiveness of the Teacher-Student Collaborative Assessment (TSCA) model in mitigating academic burnout among college students with diverse learning styles. Methods: A quasi-experimental design was applied to two undergraduate classes ( Results: The results indicated that students with adaptive and divergent learning styles experienced a statistically significant decrease in burnout levels ( Discussion: These findings suggest that the TSCA model may be particularly effective for certain learner types in reducing academic burnout and enhancing engagement in online education. This study provides practical insights for personalized teaching interventions and online course design.
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