Abstract This study aims to move away from the cross-sectional approach related to burnout and conduct a longitudinal study to explore the factors influencing learning burnout among management students. The study primarily adopts a questionnaire survey, with students majoring in business management. Descriptive statistics and structural equation modeling (SEM) are used to analyze the data and validate the hypotheses. The findings are: (1) There is a significant negative relationship between English anxiety and self-efficacy and a significant positive relationship between past English learning performance and self-efficacy. (2) The changes in self-efficacy are negatively related to the changes in burnout, while the changes in workload are positively related to the changes in burnout. Additionally, there is a positive relationship between English anxiety and learning burnout. (3) There is a significant negative relationship between English learning performance and burnout. The direct impact of self-efficacy on English learning performance is not supported, but it has an indirect effect through the mediating role of burnout. The study proposes strategies to improve student outcomes and well-being: (1) making English courses more engaging to boost performance and confidence, reducing learning burnout; (2) encouraging and supporting students to enhance self-efficacy and motivation; (3) assigning tasks seen as useful and interesting to lessen perceived workload and emotional exhaustion; (4) and considering English anxiety in admissions to decrease learning burnout, especially as schools gain more autonomy in their policies. 

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses

Given its negative consequences for children's mental health and academic performance, parental burnout has recently drawn researchers’ attention. However, its effects on children's behavior remain unclear. To fill this gap, this study examined the relationship between parental burnout and adolescents’ phubbing as well as the mediating roles of parental phubbing and adolescents’ psychological distress based on the family system theory. This study included 871 adolescents and their primary caregivers. Results indicated positive correlations between parental burnout, parental phubbing, adolescents’ psychological distress and adolescents’ phubbing. Parental burnout had a direct relationship with adolescents’ phubbing; it also had an indirect relationship with adolescents’ phubbing through the independent mediating roles of parental phubbing and adolescents’ psychological distress as well as the chain-mediating roles of these two factors. The findings contribute to our understanding of how parental burnout is related to adolescents’ phubbing and highlight the importance of attending to parental phubbing and adolescents’ psychological distress in preventing and intervening in adolescents’ phubbing.

Parental burnout and adolescents’ phubbing: Understanding the role of parental phubbing and adolescents’ psychological distress

Why does bullying victimization increase the risk of phubbing in adolescents? Roles of depression and social support

Objective The present study aimed to examine the mediated moderation effect underlying the association between parental psychological aggression and phubbing, as well as the mediating role of anxiety and moderating role of sex and grade. Methods Based on a cross-sectional study, a total of 758 Chinese junior high school students had completed measures on socio-demographic characteristics, parental psychological aggression, anxiety and phubbing. Structural equation modeling was adopted to examine the mediating effect of anxiety on the association between parental psychological aggression and phubbing. Multigroup analyses were conducted to explore whether the path coefficients differed by sex and grade. Results Mediation analysis indicated that anxiety could mediate the association between parental psychological aggression and phubbing. The indirect effect of parental psychological aggression on phubbing via anxiety was 0.12. Multigroup analyses revealed that the higher mediation effect of anxiety was more likely to be reported by boys and students from grade eight. Conclusion Findings of the present study may inform prevention and intervention programs for phubbing in adolescents exposed to parental psychological aggression, by decreasing the anxiety and adopting selective strategies for different sex and grade groups.

/pdf/parental-psychological-aggression-and-phubbing-in-27jgbn0v.pdf

Parental Psychological Aggression and Phubbing in Adolescents: A Moderated Mediation Model

Parents’ phubbing of their children is epidemic. The empirical evidence shows that parents’ phubbing can be extremely harmful to children. Ignoring children in favour of the smartphone can signal disinterest in them, heighten their feelings of rejection, and lower their feelings of being accepted by their parents. Parents’ phubbing can make children feel socially disconnected, reduce the quality of their relationship with their parents, and increase their levels of anxiety. It can worsen their feelings of satisfaction with life, lead them to feel depressed, and cause them to become addicted to their smartphones. It can cause children to duplicate their peers’ deviant behaviour such as engaging in cyberbullying and hostile behaviour in cyberspace. Parents’ phubbing can even cause children to experience academic burnout. This chapter discusses these detrimental effects on children in detail. Parents’ phubbing did not affect all children in the same way, so the chapter also clarifies the differences between males and females in their response to their mothers’ and fathers’ phubbing. 

Parents’ Phubbing of Children

Given the serious effects of coronavirus disease 2019 on academic burnout, this study aims to examine the multiple mediating roles of negative emotions and phubbing in the relationship between parental marital conflict and academic burnout. A total of 1353 college students participated in this study. The results showed that parental marital conflict not only had a direct effect on academic burnout but also affected academic burnout through three indirect paths: parental marital conflict‐negative emotions‐academic burnout, parental marital conflict‐phubbing‐academic burnout, and parental marital conflict‐negative emotions‐phubbing‐academic burnout. The parental marital conflict increased the risk of negative emotions and phubbing in college students and had a subsequent impact on academic burnout. Implications for prevention and intervention are discussed. [ FROM AUTHOR] Copyright of Psychology in the Schools is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Parental marital conflict, negative emotions, phubbing, and academic burnout among college students in the postpandemic era: A multiple mediating models

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Parental marital conflict, negative emotions, phubbing, and academic burnout among college students in the postpandemic era: A multiple mediating models