• Journal of Digital Convergence
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• v.19 no.6
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• pp.39-46
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• 2021

This study aims to investigate the relationship among the learning flow, perceived effectiveness of online learning and learning burnout in college online classes. A total of 149 college students participated in the study and completed the survey including learning flow, learning burnout and demographic information. The results showed that participants with higher learning flow showed less learning burnout. In addition, the perceived effectiveness of online learning partially mediated the relationship between cognitive learning flow and learning burnout, but did not mediate the relationship between defined learning flow and learning burnout. Since learners with higher cognitive learning flow perceived online learning as more effective, it is necessary to find out how to build learners' cognitive learning flow to decrease learning burnout. The results imply that universities should provide students with administrative support and an appropriate online learning environment.

• Educational Technology International
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• v.16 no.2
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• pp.85-110
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• 2015

This study investigated whether college students' self-efficacy, learning strategy utilization, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, learning strategy utilization, academic burnout, and school support were used as prediction variables; and course satisfaction and learning persistence, as criterion variables. The subjects were 178 students who registered for online and mobile "Culture and Art History" courses at K online university. They participated in an online survey. Multiple regression analysis revealed that self-efficacy and learning strategy utilization positively predicted course satisfaction and learning persistence, academic burnout negatively predicted them, and school support predicted neither. Accordingly, we suggest that raising self-efficacy and learning strategy utilization, and reducing academic burnout in the learning environment will improve the course satisfaction and learning persistence of online learners.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5455-5464
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• 2013

The purpose of the present study was to investigate the role of self-regulated learning and academic burnout on the relationship between regulatory focus and academic achievement. The participants of this study were 312 university students and analyses for this study was conducted by using PASW 18.0 and Amos 8.0. The major achievements were as follows; Self-regulated learning confirmed mediating variable between regulatory focus and academic burnout, and academic burnout confirmed mediating variable between self-regulated learning and academic achievement. That is, regulatory focus had some effect on academic achievement through academic burnout based on self-regulatory learning. Finally, the needs of development about the counseling and the education approaches as a special intervention was discussed, and that approaches were reflected self-regulated learning to be improved and academic burnout to be reduced. Also, limitations and implications of subsequent further study were suggested in this research.

• Journal of Industrial Convergence
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• v.20 no.11
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• pp.157-164
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• 2022

This study attempted to understand the mediating effect of learning time in the effect of academic burnout on self-esteem of middle school students. To this end, a survey of 1,045 middle school students in Gyeongsangnam-do was conducted on academic burnout, learning time, and self-esteem. It was analyzed in four ways through questionnaire responses. First, as a result of analyzing the differences according to the collective characteristics of academic burnout, learning time, and self-esteem, there was no difference between groups, and self-esteem was significantly different by gender and grade. Second, as a result of correlation analysis, academic burnout and learning time showed a negative correlation with self-esteem, and learning time and self-esteem showed a positive correlation. Third, as a result of regression analysis, all learning times were partially mediated in the effect of academic burnout on self-esteem. This not only directly affects the self-esteem of middle school students, but also indirectly through learning time. Fourth, in the analysis by gender, it was confirmed that male students had no statistically significant effect on self-esteem, but female students had a significant statistical effect on self-esteem, so only female students had a partial mediating effect. As a result of the analysis by grade, the effect of learning time on self-esteem was significant in the 1st and 2nd graders of middle school, but the effect of learning time on self-esteem was not significant in the 3rd graders of middle school. Through the survey of this study, it was suggested that education and counseling should be conducted in the middle school period, which is a rapid growth period, considering that academic burnout has a different effect on learning time and self-esteem by grade as well as gender approach.

• Child Health Nursing Research
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• v.23 no.2
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• pp.199-206
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• 2017

Purpose: The purpose of this study was to explore perception of the clinical learning environment, resilience and perfectionism in relation to practice burnout and to identify factors influencing practice burnout in student nurses. Methods: A descriptive correlational study was conducted. The participants were 313 student nurses from three universities in B and U city. Data were analyzed using t-test, ANOVA, Pearson correlation coefficient, $Scheff{\acute{e}}s$ test and multiple regression analysis. Results: Mean score for practice burnout in student nurses was 2.92 out of 5 points. Practice burnout explained 44.7% of the variance in perfectionism (${\beta}=.245$, p<.001), satisfaction with college life (${\beta}=.232$, p<.001), resilience (${\beta}=-.228$, p<.001), clinical learning environment (${\beta}=-.193$, p<.001), satisfaction with major (${\beta}=.180$, p=.001), practical relationships with peers (${\beta}=.128$, p=.005), and satisfaction with clinical practice (${\beta}=.124$, p=.039). Conclusion: Research results suggest that the important variable for student nurses' practice burnout is perfectionism. Therefore education is needed to develop strategies to manage perfectionism and reduce practice burnout.

• Management & Information Systems Review
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• v.35 no.4
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• pp.185-211
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• 2016

This study examined the impact of learning organization activities on burnout and the moderating effect of supervisor trust in a learning organization. The results of the study shows that among the activities of a learning organization, independent variables in this study, promoting inquiry and dialogue as well as encouraging collaboration and team learning affect burnout. In other words, the dedication of an organization to creating a culture in which various learning approaches are experimented through questioning and giving feedback as well as collaborative learning that can reinforce the effective use of team resources have an impact on reducing emotional exhaustion, which is considered to be at the core of burnout. Plus, these factors reduce impersonalization, which is activated to prevent further emotional exhaustion by dealing with customers, colleagues and jobs in a cold, negative and perfunctory way. In this study, the dimensions of promoting inquiry and dialogue as well as encouraging collaboration and team learning were found to reduce the decline in personal sense of achievement of an employee with a negative assessment of himself or herself derived from a lack of achievement in his or her job. Supervisor trust (integrity, benevolence and ability) had a moderating effect on the relationship between strategic learning leadership and impersonalization/emotional exhaustion. This suggests that the trust of supervisor helps mediate and moderate the emotional exhaustion and impersonalization of organizational members by encouraging leaders to drive change and take the organization to a new direction. The study has provided implications that communication plays an important role in reducing burnout in the learning context such as positive, appreciative inquiry and feedback analysis to identify strength, and that supervisor trust is critical in order to ensure strategic learning leadership exerts greater influence on the organization.

• Journal of the Korea Society of Computer and Information
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• v.21 no.11
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• pp.135-139
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• 2016

This paper investigates the empirical implications. The research question of this study is to verify the influences of psychological and environmental factors toward performance satisfaction and durability of learning in E-Learning University. For empirical verification, a survey was conducted targeting 500 students in E-learning Universities. The results show that actional environment on academic satisfaction in learning is the most important factor followed by physical environment, internal motivation, and academic burnout. The effect of psychological factors on learning persistence was important in the order of academic vision, internal motivation, actional environment and physical environment. The effect of academic satisfaction on learning durability proved to be statistically significant. The results suggest that actional environment should be considered with top priority to increase the academic satisfaction. learning satisfaction, academic vision, and academic satisfaction to enhance students' intention to continue studies are important. Academic burnout has a negative effect on both academic satisfaction and learning persistence, suggesting that this aspect should be properly addresses. The effects of student background variables in E-learning were explored.

• Journal of Applied Reliability
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• v.6 no.4
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• pp.255-274
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• 2006

Recently firms become largely changed because of rapid technological innovation and serious global competition. It induces job stress of workers and finally leads to job burnout. This study aims to find the effects of job demands and job resources on job burnout. Job demands contains role ambiguity, role conflict, role overload and job characteristics. Job resources contains job control and feedback, involvement in decision making, learning opportunity and social support. The result reveals that job demands raises job burnout and job resources decreases job burnout. And it reveals that the effects of job demands and job resources on job burnout differs slightly according to job categories.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.329-342
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• 2017

This study investigates convergent influence on Self Factors(SF), Stress Factors(STF), Resilience & Control Factors(RCF), Test Anxiety(TA), Learning Flow(LF) and academic burnout among Health College Students in TOEIC class(HCST). The survey was administered to 291 HCST from 1 college located in J area during the period from April 3, 2017 to April 14, 2017. The structured self-administered questionaries were used. With the analysis of covariance structure, we could confirm relationship among the six factors such as SF, STF, RCF, TA, LF and academic burnout. The results of the study indicate that the efforts, to manage these factors, are required to decrease the academic burnout of HCST. Squared multiple correlations, which explain the academic burnout related with the stress from economic pressure and job seeking, test anxiety, learning flow and self factors, were 98.8%. The results are expected to be useful for the development of TOEIC learning curriculum and course to decrease the academic burnout of HCST. In the following study, the analysis about additional factors of influence on academic burnout will be needed.

• Journal of Korean society of Dental Hygiene
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• v.22 no.6
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• pp.541-550
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• 2022

Objectives: This study aimed to verify the degree of clinical practice transition shock, resilience, and academic burnout of dental hygiene students, and analyze factors affecting academic burnout. Methods: From September 1 to September 20, 2022, this study collected data from 201 dental hygiene students who experienced clinical practice, and subsequently conducted a t-test, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis using the SPSS Statistics 22. Results: The transition shock and resilience showed a significantly negative correlation (r=-0.211), transition shock and academic burnout showed a significantly positive correlation (r=0.484), and resilience and academic burnout showed a significantly negative correlation (r=-0.568). Regarding factors affecting academic burnout, academic burnout increased when the transition shock was greater (β=0.263, p<0.001), major satisfaction after clinical practice was lower (β=0.180, p<0.05), and the average grades were lower (β=0.169, p<0.01). Academic burnout decreased when resilience was greater (β=-0.435, p<0.001). Conclusions: To prevent clinical practice transition shock and academic burnout, and to increase the resilience of dental hygiene students, it would be necessary to establish learning strategies, change the educational environment, and establish a systematic clinical practice management program.