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English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender

International journal of environmental research and public health, 2022-11, Vol.19 (23), p.15819 [Peer Reviewed Journal]

2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 by the authors. 2022 ;ISSN: 1660-4601 ;ISSN: 1661-7827 ;EISSN: 1660-4601 ;DOI: 10.3390/ijerph192315819 ;PMID: 36497890

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  • Title:
    English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender
  • Author: Xu, Liling ; Wang, Huahua ; Chen, Jiaxin ; Zhang, Yiwen ; Huang, Zhiqi ; Yu, Chengfu
  • Subjects: Adult ; Asian students ; Burnout ; Burnout, Professional - prevention & control ; College students ; Colleges & universities ; Coping ; Effectiveness ; Female ; Gender ; Humans ; Hypotheses ; Learning ; Male ; Mindfulness ; Mindfulness - methods ; Second language learning ; Self Efficacy ; Stress ; Students ; Undergraduate study ; University students ; Young Adult
  • Is Part Of: International journal of environmental research and public health, 2022-11, Vol.19 (23), p.15819
  • Description: Research has indicated that English learning stress contributes significantly to English learning burnout among undergraduate students. However, knowledge of the mediating and moderating mechanisms underlying this relationship is limited. To bridge this gap, a moderated mediation model was constructed to examine whether English learning self-efficacy mediated the relationship between English learning stress and English learning burnout. Furthermore, this study analyzed whether the mediated relationship was moderated by mindfulness and gender. A total of 1130 Chinese undergraduate students (mean age = 20.84 years, SD = 1.57 years) reported their experiences regarding English learning stress, English learning self-efficacy, English learning burnout, and mindfulness. After controlling for covariates, the results revealed that English learning self-efficacy mediated the positive link between English learning stress and English learning burnout among both men and women. Moreover, the findings demonstrated that the indirect link was moderated by mindfulness among male undergraduate students. However, the moderating effect of mindfulness was not significant among the women in this study. The implications of these findings for future research, and the development of intervention and prevention of English learning burnout are discussed.
  • Publisher: Switzerland: MDPI AG
  • Language: English
  • Identifier: ISSN: 1660-4601
    ISSN: 1661-7827
    EISSN: 1660-4601
    DOI: 10.3390/ijerph192315819
    PMID: 36497890
  • Source: GFMER Free Medical Journals
    MEDLINE
    PubMed Central
    ProQuest Central
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