@article{ART003106276},
author={Meiping Wu},
title={The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students},
journal={Industry Promotion Research},
issn={2466-1139},
year={2024},
volume={9},
number={3},
pages={285-294},
doi={10.21186/IPR.2024.9.3.285}
TY - JOUR
AU - Meiping Wu
TI - The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students
JO - Industry Promotion Research
PY - 2024
VL - 9
IS - 3
PB - Industrial Promotion Institute
SP - 285
EP - 294
SN - 2466-1139
AB - This study aims to provide basic data for improving academic self-efficacy by identifying the mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy. The subjects of the survey were 300 college students majoring in stomatology and stomatology technology in Guangzhou Medical College who were intentionally sampled from a university in Guangdong, China. Data was collected using an online questionnaire. Data analysis was performed using SPSS PC+ Win. ver. 25.0 and SPSS PROCESS macro ver. 4.2. The statistical techniques used were descriptive statistics, reliability analysis, correlation analysis, and indirect effect and conditional direct effect analysis. The research results are as follows. First, academic burnout showed a significant negative correlation with teacher support, growth mindset, and academic self-efficacy. Teacher support showed a significant positive correlation with growth mindset and academic self-efficacy. Second, in the relationship between academic burnout and academic self-efficacy, teacher support played a mediating role, and growth mindset played a moderating role. To improve academic self-efficacy, this study proposed ways to utilize teacher support to offset and growth mindset to buffer the impact of academic burnout on academic self-efficacy.
KW - academic burnout;teacher support;growth mindset;academic self-efficacy;mediating effect;moderating effect;Chinese college student
DO - 10.21186/IPR.2024.9.3.285
ER -
Meiping Wu. (2024). The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students. Industry Promotion Research, 9(3), 285-294.
Meiping Wu. 2024, "The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students", Industry Promotion Research, vol.9, no.3 pp.285-294. Available from: doi:10.21186/IPR.2024.9.3.285
Meiping Wu "The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students" Industry Promotion Research 9.3 pp.285-294 (2024) : 285.
Meiping Wu. The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students. 2024; 9(3), 285-294. Available from: doi:10.21186/IPR.2024.9.3.285
Meiping Wu. "The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students" Industry Promotion Research 9, no.3 (2024) : 285-294.doi: 10.21186/IPR.2024.9.3.285
Meiping Wu. The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students. Industry Promotion Research, 9(3), 285-294. doi: 10.21186/IPR.2024.9.3.285
Meiping Wu. The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students. Industry Promotion Research. 2024; 9(3) 285-294. doi: 10.21186/IPR.2024.9.3.285
Meiping Wu. The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students. 2024; 9(3), 285-294. Available from: doi:10.21186/IPR.2024.9.3.285
Meiping Wu. "The mediating effect of teacher support and the moderating effect of growth mindset in the impact of academic burnout on academic self-efficacy in Chinese college students" Industry Promotion Research 9, no.3 (2024) : 285-294.doi: 10.21186/IPR.2024.9.3.285
