Relationship Between Family Socioeconomic Status and Learning Burnout of College Students: The Mediating Role of Subjective Well-Being and the Moderating Role of Resilience

Abstract

ObjectiveLearning burnout affects the positive development of college students. The present study aimed to investigate the relationship between family socioeconomic status (FSES) and learning burnout, as well as the mediation effect of subjective well-being and the moderation effect of resilience in this relation.MethodsA total of 550 Chinese college students from Yunnan completed a questionnaire measuring the research variables in this study.Results(1) After controlling for participants’ gender and age, FSES negatively, and significantly predicted learning burnout; (2) subjective well-being partially mediated the relationship between FSES and learning burnout; and (3) the direct effect of FSES on learning burnout and the mediation effect of subjective well-being was moderated by resilience. The level of learning burnout of individuals with low resilience increased significantly with the decrease of FSES, and the level of learning burnout of individuals with high resilience decreased significantly with the increase in subjective well-being.ConclusionThe present findings support the moderated mediation model underlying the relationship between FSES and learning burnout. This also has significant implications for formulating prevention and intervention measures on learning burnout among college students.LimitationsFirst of all, this study used the cross-sectional study design, which cannot make a causal inference. In addition, the sample in this study is university students from Kunming, which may affect the popularity of the results.

Family Socioeconomic Status and Students School Burnout

“…Scholars like Chen et al [13], Wu et al [22], Cheng, [23], Virtanen et al [25], Kinnunen [26] all devote their efforts to investigating the mediating and moderating roles between FSES and school burnout. Their results are consistent: FSES not only directly predict school burnout but also indirectly predict it via mediating or moderating variables such as smoking, boredom, self-control self-concept, family emotional environment or self-efficacy.…”

“…From the existing literature, it is obvious that school burnout syndrome is a worldwide phenomenon. Researchers have carried out their surveys of FSES and school burnout in the context of China and Korea [21][22][23][24]; and scholars like Samela, Sanna have expounded their studies in Finland [5,12,16]; and studies conducted among students in UK, USA, Belgium and other European Countries have also been found [3,15]. It seems that FSES can be a factor of school burnout regardless of one's nationality, but the extent varies from countries.…”

“…What's more, school burnout syndrome can happen among students from middle school and high school all the way to college. But according to Sanna [11], in their longitudinal study from 2006 to 2019, they showed that school burnout enhanced among girls while slightly decreased among boys over time; and studies [21][22][23] demonstrate coefficient of school burnout is highest among high school students and this may be explained by the competitive Gaokao and huge workload. Thus, when scrutinizing FSES and school burnout, grade and gender should also be taken into consideration.…”

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

“…For example, as a result of treating psychological problems, psychiatrists are prone to EE, which affects their general WB [ 37 ]. Arrogante and Aparicio-Zaldivar found that high scores for EE predict low levels of WB among intensive care professionals [ 36 ]. Alhadi et al argued that there is a need for the improvement of mental health professionals’ WB, as they are at a high risk of EE [ 71 ].…”

“…To cope with the negative emotions caused by work pressure, there is a call for studies on college teachers’ WB in relation to EE, in the hope of fostering their ability to overcome EE and seek WB. However, existing research on EE and WB has focused on teachers in elementary schools, secondary schools, and high schools [ 36 , 37 ]; however, college teachers face different challenges [ 13 , 14 , 15 ]. Therefore, there is a need for more empirical studies on the effect of EE on college teachers’ WB.…”