Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy

Abstract

Background: Although cross-sectional studies on the learning status of nursing undergraduates during the COVID-19 epidemic have surged, few studies have explored the normalization of COVID-19 on students’ learning burnout and mental health. The study was designed to investigate the learning burnout of nursing undergraduates in school under the normalization of the COVID-19 epidemic and explore the hypothesized mediation effect of academic self-efficacy in the relationship between anxiety, depression and learning burnout in Chinese nursing undergraduates. Methods: A cross-sectional study was conducted among nursing undergraduates in the school of nursing of a university in Jiangsu Province, China (n = 227). A general information questionnaire, College Students’ Learning Burnout Questionnaire, Generalized Anxiety Disorder Scale (GAD-7), and Patient Health Questionnaire depression scale (PHQ-9) were administered. Descriptive statistical analysis, Pearson correlation analysis, and multiple linear regression analysis were performed via SPSS 26.0. Process plug-in (Model 4) was used to test the mediating effect of academic self-efficacy (bootstrap 5000 iterations, α = 0.05). Results: Learning burnout (54.1 ± 0.656) was positively correlated with anxiety (4.6 ± 0.283) and depression (5.3 ± 0.366) (p < 0.01) and was negatively correlated with academic self-efficacy (74.41 ± 0.674) (p < 0.01). Academic self-efficacy plays a mediating role between anxiety and learning burnout (0.395/0.493, 80.12%) and a mediating role between depression and learning burnout (0.332/0.503, 66.00%). Conclusion: Academic self-efficacy has a significant predictive effect on learning burnout. Schools and teachers should strengthen the screening and counselling of students’ psychological problems, detect learning burnout caused by emotional problems in advance and improve students’ initiative and enthusiasm for learning.

Burnout and Professional Engagement during the COVID-19 Pandemic among Nursing Students without Clinical Experience: A Cross-Sectional Study

“…The burnout dimension of D arises from a perceived lack of resources with which to overcome adverse situations. Thus, the scant learning resources available and the pressure imposed by the pandemic heightened the prevalence of anxiety and depression among students [47], generating attitudes of generalised dissatisfaction [48] and reduced engagement [43]. The students who were less conscientious were especially likely to suffer from depression and were less empathetic with patients [49].…”

Research on the Relationship between Psychological Capital, Learning Motivation and Academic Burnout among Impoverished College Students in Chinese Higher Vocational Colleges

“…Learning motivation and psychological capital are interconnected and mutually reinforcing. The self-efficacy of impoverished college students fosters confidence in overcoming challenges and achieving academic success, while hope serves to stimulate their intrinsic motivation, fostering a positive pursuit of academic goals [9]. Additionally, optimism and resilience equip these students to better navigate life's challenges and pressures, maintaining a positive outlook.…”

English language learning anxiety and academic burnout in Chinese freshmen: a chain mediating approach

“…In addition to having an impact on teenagers’ academic performance, ELLA can cause mental health issues, low self-esteem, and other psychological issues. A number of studies have proved that ELLA, as a significant predictor of learning burnout, is a major factor affecting learners’ performance and acquisition ( Mahmoodi-Shahrebabaki, 2016 ), and it can be said that the greater the ELLA, the more serious the AB in English ( Wang et al, 2023 ; Zhu et al, 2023 ). ELLA can appear at various points during the learning process or in various contexts, particularly among pupils who are exclusively exposed to the language in language classes.…”