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| Effect of social support on learning burnout of middle school students during COVID-19 pandemic: a moderated mediation model |
| WANG Yaqi, ZHU Haijuan |
| Shandong University of Traditional Chinese Medicine, Jinan 250355, Shandong Province, China |
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Abstract Objective To explore the effects of social support on learning burnout, and investigate the mediating roles of resilience and self-efficacy in middle school students during COVID-19 pandemic. Methods A total of 600 middle school students were randomly selected. Adolescent social support scale, learning burnout scale, mental toughness scale, and self-efficacy scale were used, and a moderated mediation model was constructed. Results Social support significantlypredicted learning burnout（β=-0.400, t=-17.72, P<0.01）. Psychological resilience played a mediating role in the relationship between social support and learning burnout. Mesomeric effect accounted for 79.86% of the total effect. Self-efficacy not only moderated the latter half of the mediation path（mental toughness → self-efficacy → learningburnout）（β=-0.008, t=-2.07, P<0.05）, but also moderated the direct effects of independent and dependent variables（β=0.013, t=2.91, P<0.05）. Conclusion Social support can directly affect learning burnout, and it can also affect learning burnout through the mediating effect of mental toughness. Both the mediating effect of mental toughness and the direct effect of social support on learning burnout are moderated by self-efficacy.
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