Understanding English Learning Burnout and Academic Achievement
Author Information
Author(s): Liu Honggang, Jin Ling, Han Xiaoyu, Wang Haoyue, Järvenoja Hanna
Primary Institution: Soochow University
Hypothesis
This study aims to explore the mediating effect of English learning resilience on the relationship between English learning burnout and academic achievement.
Conclusion
The study found that English learning resilience mediates the relationship between English learning burnout and academic achievement.
Supporting Evidence
- Students with higher English learning resilience tend to achieve better academic results.
- English learning burnout negatively impacts academic achievement.
- Teacher and peer support are crucial for enhancing English learning resilience.
Takeaway
Students who feel burned out while learning English can do better in school if they have resilience, which helps them bounce back from challenges.
Methodology
The study used a questionnaire to collect data from senior high school students about their experiences of burnout and resilience in English learning.
Limitations
The study focused only on senior high school students in Jilin Province, which may not represent all regions.
Participant Demographics
Participants were 334 senior high school students aged 15 to 18, with 38.9% male and 61.1% female.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
Want to read the original?
Access the complete publication on the publisher's website