ReviewFrontiers in psychology2026
The buffering effect of perceived teacher support on students' academic burnout in online learning: a mini review.
Review in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The widespread adoption of online learning in higher education has brought increased attention to academic burnout among university students. Although numerous studies have explored the manifestations, influencing factors and interventions of college students' online academic burnout, few have consolidated and summarized the buffering effect of perceived teacher support. This Mini-Review, informed by the PRISMA 2020 framework, identified and analyzed 26 empirical studies retrieved from Web of Science and Scopus, extracting key data on research design, sample characteristics, and analytical approaches into a structured Excel matrix. This synthesis identifies three main findings. First, academic burnout in online settings is characterized by emotional exhaustion, heightened anxiety, loss of control, and a paradoxical imbalance between learning anxiety and enjoyment, shaped by both internal resources (psychological capital, self-efficacy, digital resilience) and external barriers (pedagogical, technological, and social constraints). Second, perceived teacher support is associated with reduced burnout through a direct protective pathway and three indirect mechanisms: enhancing academic self-efficacy, regulating emotional experiences (e.g., enjoyment, boredom, and anxiety), and facilitating acceptance of online learning (perceived usefulness and ease of use). Third, individual factors (e.g., psychological capital, digital resilience) and contextual conditions (e.g., peer support, technical environment) are tentatively proposed to moderate these associations, pending direct empirical testing. By integrating existing research and identifying gaps in the field, this review provides theoretical and practical insights for alleviating university students' online academic burnout, optimizing teacher-student interaction in online settings, and building a supportive teaching system.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.