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

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), 2021. Published by Science Publishing Group

Keywords

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

References
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Cite This Article
  • APA Style

    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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    AU  - Yun Luo
    AU  - Jiezhen Liang
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    T2  - Psychology and Behavioral Sciences
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    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
  • School of Education, Zhaoqing University, Zhaoqing, China

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

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