IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v13y2023i4p21582440231212725.html
   My bibliography  Save this article

Effects of EFL Learners’ Perceived Social Support on Academic Burnout: The Mediating Role of Interaction Engagement

Author

Listed:
  • Xiaohong Liu
  • Mo Zhou
  • Jidong Guo

Abstract

Social support is a significant environmental factor predicting academic burnout, but the underlying mechanism of structural relationship between these two variables needs further verification. Students’ perceived social support in the higher education environment is mainly from their teachers and peers. Taking 352 non-English undergraduates as respondents, this article explored the relationship between EFL learners’ perceived support from their teachers and peers, interaction engagement and academic burnout. Correlation analysis and structural equation modeling were employed to analyze the data collected through an online questionnaire survey. The research results showed that (1) Social support is negatively correlated with academic burnout; (2) Interaction engagement has a negative association with burnout; (3) Social support has a direct positive effect on interaction engagement; (4) Social support, mediated by interaction engagement, has an indirect effect on academic burnout. Understanding the above-mentioned mechanism that learners’ perceived support and interaction engagement influence academic burnout may be helpful for lessening academic burnout and improving performance in EFL leaning.

Suggested Citation

  • Xiaohong Liu & Mo Zhou & Jidong Guo, 2023. "Effects of EFL Learners’ Perceived Social Support on Academic Burnout: The Mediating Role of Interaction Engagement," SAGE Open, , vol. 13(4), pages 21582440231, December.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231212725
    DOI: 10.1177/21582440231212725
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440231212725
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440231212725?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Janna Fortuin & Mitch van Geel & Paul Vedder, 2016. "Peers and academic achievement: A longitudinal study on selection and socialization effects of in-class friends," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(1), pages 1-6, January.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Ge, Ting & Wang, Lin, 2019. "Multidimensional child poverty, social relationships and academic achievement of children in poor rural areas of China," Children and Youth Services Review, Elsevier, vol. 103(C), pages 209-217.
    2. Pink, Sebastian & Kretschmer, David & Leszczensky, Lars, 2020. "Choice modelling in social networks using stochastic actor-oriented models," Journal of choice modelling, Elsevier, vol. 34(C).
    3. David Benjamin Weyrauch & Christoph Valentin Steinert, 2022. "Instrumental or intrinsic? Human rights alignment in intergovernmental organizations," The Review of International Organizations, Springer, vol. 17(1), pages 89-115, January.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:13:y:2023:i:4:p:21582440231212725. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.