Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept

Yun Luo; Jiezhen Liang

doi:doi:10.11648/j.pbs.20211006.15

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Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept

Yun Luo, Jiezhen Liang

Published in Psychology and Behavioral Sciences (Volume 10, Issue 6)

Received: 28 October 2021 Accepted: 17 November 2021 Published: 25 November 2021

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Abstract

Academic burnout is a common problem among teenagers. Previous studies have explored the influence of teacher-student relationships and general self-concept on adolescent academic burnout; however, studies on their interactive influence on adolescent academic burnout are lacking. Thus, based on social cognitive theory, this study aimed to explore the interactive influence of teacher-student relationships and general self-concept on adolescents’ academic burnout. In total, 1,214 adolescents responded to the Teacher-student Relationships Questionnaire, Self-Description Questionnaire II, and Maslach Burnout Inventory-Student Survey. The results showed that both teacher-student relationships and general self-concept negatively predicted academic burnout (p < 0.01). Linear regression analysis showed that the main effects of teacher-student relationships (p < 0.001) and of general self-concept (p < 0.001) on academic burnout were significant. Moreover, the interactive effect of teacher-student relationships and general self-concept on adolescent academic burnout was significant (p < 0.01). High general self-concept reduced the influence of poor teacher-student relationships on adolescents' academic burnout. Adolescents with high general self-concept experienced the least academic burnout in the presence of good teacher-student relationships, while adolescents with low general self-concept experienced the most academic burnout in the presence of poor teacher-student relationships. The results of this study indicated methods to reduce the academic burnout of adolescents, suggesting not only the importance of the external environment of adolescents but also the need to improve students' internal resources to help them achieve better self-concept.

Published in	Psychology and Behavioral Sciences (Volume 10, Issue 6)
DOI	10.11648/j.pbs.20211006.15
Page(s)	220-225
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Teenagers, Teacher-Student Relationships, General Self-concept, Academic Burnout

References

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Yun Luo, Jiezhen Liang. (2021). Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychology and Behavioral Sciences, 10(6), 220-225. https://doi.org/10.11648/j.pbs.20211006.15

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Yun Luo; Jiezhen Liang. Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychol. Behav. Sci. 2021, 10(6), 220-225. doi: 10.11648/j.pbs.20211006.15

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AMA Style

Yun Luo, Jiezhen Liang. Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychol Behav Sci. 2021;10(6):220-225. doi: 10.11648/j.pbs.20211006.15

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@article{10.11648/j.pbs.20211006.15,
  author = {Yun Luo and Jiezhen Liang},
  title = {Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept},
  journal = {Psychology and Behavioral Sciences},
  volume = {10},
  number = {6},
  pages = {220-225},
  doi = {10.11648/j.pbs.20211006.15},
  url = {https://doi.org/10.11648/j.pbs.20211006.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20211006.15},
  abstract = {Academic burnout is a common problem among teenagers. Previous studies have explored the influence of teacher-student relationships and general self-concept on adolescent academic burnout; however, studies on their interactive influence on adolescent academic burnout are lacking. Thus, based on social cognitive theory, this study aimed to explore the interactive influence of teacher-student relationships and general self-concept on adolescents’ academic burnout. In total, 1,214 adolescents responded to the Teacher-student Relationships Questionnaire, Self-Description Questionnaire II, and Maslach Burnout Inventory-Student Survey. The results showed that both teacher-student relationships and general self-concept negatively predicted academic burnout (p < 0.01). Linear regression analysis showed that the main effects of teacher-student relationships (p < 0.001) and of general self-concept (p < 0.001) on academic burnout were significant. Moreover, the interactive effect of teacher-student relationships and general self-concept on adolescent academic burnout was significant (p < 0.01). High general self-concept reduced the influence of poor teacher-student relationships on adolescents' academic burnout. Adolescents with high general self-concept experienced the least academic burnout in the presence of good teacher-student relationships, while adolescents with low general self-concept experienced the most academic burnout in the presence of poor teacher-student relationships. The results of this study indicated methods to reduce the academic burnout of adolescents, suggesting not only the importance of the external environment of adolescents but also the need to improve students' internal resources to help them achieve better self-concept.},
 year = {2021}
}

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TY  - JOUR
T1  - Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept
AU  - Yun Luo
AU  - Jiezhen Liang
Y1  - 2021/11/25
PY  - 2021
N1  - https://doi.org/10.11648/j.pbs.20211006.15
DO  - 10.11648/j.pbs.20211006.15
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 220
EP  - 225
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20211006.15
AB  - Academic burnout is a common problem among teenagers. Previous studies have explored the influence of teacher-student relationships and general self-concept on adolescent academic burnout; however, studies on their interactive influence on adolescent academic burnout are lacking. Thus, based on social cognitive theory, this study aimed to explore the interactive influence of teacher-student relationships and general self-concept on adolescents’ academic burnout. In total, 1,214 adolescents responded to the Teacher-student Relationships Questionnaire, Self-Description Questionnaire II, and Maslach Burnout Inventory-Student Survey. The results showed that both teacher-student relationships and general self-concept negatively predicted academic burnout (p < 0.01). Linear regression analysis showed that the main effects of teacher-student relationships (p < 0.001) and of general self-concept (p < 0.001) on academic burnout were significant. Moreover, the interactive effect of teacher-student relationships and general self-concept on adolescent academic burnout was significant (p < 0.01). High general self-concept reduced the influence of poor teacher-student relationships on adolescents' academic burnout. Adolescents with high general self-concept experienced the least academic burnout in the presence of good teacher-student relationships, while adolescents with low general self-concept experienced the most academic burnout in the presence of poor teacher-student relationships. The results of this study indicated methods to reduce the academic burnout of adolescents, suggesting not only the importance of the external environment of adolescents but also the need to improve students' internal resources to help them achieve better self-concept.
VL  - 10
IS  - 6
ER  -

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Author Information

Yun Luo

School of Education, Zhaoqing University, Zhaoqing, China
Jiezhen Liang

Mental Health Education Center, Huizhou Health Sciences Polytechnic, Huizhou, China

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Yun Luo, Jiezhen Liang. (2021). Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychology and Behavioral Sciences, 10(6), 220-225. https://doi.org/10.11648/j.pbs.20211006.15

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ACS Style

Yun Luo; Jiezhen Liang. Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychol. Behav. Sci. 2021, 10(6), 220-225. doi: 10.11648/j.pbs.20211006.15

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AMA Style

Yun Luo, Jiezhen Liang. Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept. Psychol Behav Sci. 2021;10(6):220-225. doi: 10.11648/j.pbs.20211006.15

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@article{10.11648/j.pbs.20211006.15,
  author = {Yun Luo and Jiezhen Liang},
  title = {Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept},
  journal = {Psychology and Behavioral Sciences},
  volume = {10},
  number = {6},
  pages = {220-225},
  doi = {10.11648/j.pbs.20211006.15},
  url = {https://doi.org/10.11648/j.pbs.20211006.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20211006.15},
  abstract = {Academic burnout is a common problem among teenagers. Previous studies have explored the influence of teacher-student relationships and general self-concept on adolescent academic burnout; however, studies on their interactive influence on adolescent academic burnout are lacking. Thus, based on social cognitive theory, this study aimed to explore the interactive influence of teacher-student relationships and general self-concept on adolescents’ academic burnout. In total, 1,214 adolescents responded to the Teacher-student Relationships Questionnaire, Self-Description Questionnaire II, and Maslach Burnout Inventory-Student Survey. The results showed that both teacher-student relationships and general self-concept negatively predicted academic burnout (p < 0.01). Linear regression analysis showed that the main effects of teacher-student relationships (p < 0.001) and of general self-concept (p < 0.001) on academic burnout were significant. Moreover, the interactive effect of teacher-student relationships and general self-concept on adolescent academic burnout was significant (p < 0.01). High general self-concept reduced the influence of poor teacher-student relationships on adolescents' academic burnout. Adolescents with high general self-concept experienced the least academic burnout in the presence of good teacher-student relationships, while adolescents with low general self-concept experienced the most academic burnout in the presence of poor teacher-student relationships. The results of this study indicated methods to reduce the academic burnout of adolescents, suggesting not only the importance of the external environment of adolescents but also the need to improve students' internal resources to help them achieve better self-concept.},
 year = {2021}
}

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TY  - JOUR
T1  - Teacher-student Relationships and Adolescent Academic Burnout: The Moderating Role of General Self-concept
AU  - Yun Luo
AU  - Jiezhen Liang
Y1  - 2021/11/25
PY  - 2021
N1  - https://doi.org/10.11648/j.pbs.20211006.15
DO  - 10.11648/j.pbs.20211006.15
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 220
EP  - 225
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20211006.15
AB  - Academic burnout is a common problem among teenagers. Previous studies have explored the influence of teacher-student relationships and general self-concept on adolescent academic burnout; however, studies on their interactive influence on adolescent academic burnout are lacking. Thus, based on social cognitive theory, this study aimed to explore the interactive influence of teacher-student relationships and general self-concept on adolescents’ academic burnout. In total, 1,214 adolescents responded to the Teacher-student Relationships Questionnaire, Self-Description Questionnaire II, and Maslach Burnout Inventory-Student Survey. The results showed that both teacher-student relationships and general self-concept negatively predicted academic burnout (p < 0.01). Linear regression analysis showed that the main effects of teacher-student relationships (p < 0.001) and of general self-concept (p < 0.001) on academic burnout were significant. Moreover, the interactive effect of teacher-student relationships and general self-concept on adolescent academic burnout was significant (p < 0.01). High general self-concept reduced the influence of poor teacher-student relationships on adolescents' academic burnout. Adolescents with high general self-concept experienced the least academic burnout in the presence of good teacher-student relationships, while adolescents with low general self-concept experienced the most academic burnout in the presence of poor teacher-student relationships. The results of this study indicated methods to reduce the academic burnout of adolescents, suggesting not only the importance of the external environment of adolescents but also the need to improve students' internal resources to help them achieve better self-concept.
VL  - 10
IS  - 6
ER  -

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