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Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach

Author

Listed:
  • Le Qin

    (School of Life Sciences, Guangxi Normal University, Guilin 541004, China
    Ideological and Political Work Research Center, Guangxi Normal University, Guilin 541004, China
    These authors contributed equally to this work.)

  • Jie Lu

    (School of Life Sciences, Guangxi Normal University, Guilin 541004, China
    These authors contributed equally to this work.)

  • Ying Zhou

    (School of Mathematics and Statistics, Guangxi Normal University, Guilin 541004, China)

  • Tommy Tanu Wijaya

    (School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China)

  • Yongxing Huang

    (School of Science, Beibu Gulf University, Qinzhou 535011, China)

  • Mohammad Fauziddin

    (Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Pahlawan Tuanku Tambusai, Kampar 28412, Indonesia)

Abstract

Academic stress and burnout are the predominant factors that can negatively affect student performance and sustainable learning. Therefore, it is important to analyze the factors related to student academic burnout in preservice teachers in western China. 212 respondents from public universities in Guangxi Province participated, and the data were analyzed using partial least-squares structural equation modeling (PLS-SEM) to check reliability, validity, and initial hypothesis testing. The results show that perfectionism, excessive self-efficacy, and workload are the main factors causing academic stress and burnout in preservice teachers. These problems can be reduced by increasing self-efficacy and coping strategies of preservice teachers. In addition, this study provides important knowledge to universities based on factors related to preservice teachers’ academic stress and burnout, as well as strategies and solutions to reduce these problems in students.

Suggested Citation

  • Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:20:p:13416-:d:945762
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    1. Xin Jian & Tommy Tanu Wijaya & Qingchun Yu, 2022. "Key Factors Affecting Mathematics Teachers’ Well-Being and Stress Levels: An Extended Engagement Theory," IJERPH, MDPI, vol. 20(1), pages 1-20, December.

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