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English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender

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Listed:
  • Liling Xu

    (School of Foreign Studies, South China Normal University, Guangzhou 510631, China)

  • Huahua Wang

    (Department of Psychology, Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Jiaxin Chen

    (Department of Psychology, Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Yiwen Zhang

    (Department of Psychology, Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Zhiqi Huang

    (Department of Psychology, Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

  • Chengfu Yu

    (Department of Psychology, Research Center of Adolescent Psychology and Behavior, School of Education, Guangzhou University, Guangzhou 510006, China)

Abstract

Research has indicated that English learning stress contributes significantly to English learning burnout among undergraduate students. However, knowledge of the mediating and moderating mechanisms underlying this relationship is limited. To bridge this gap, a moderated mediation model was constructed to examine whether English learning self-efficacy mediated the relationship between English learning stress and English learning burnout. Furthermore, this study analyzed whether the mediated relationship was moderated by mindfulness and gender. A total of 1130 Chinese undergraduate students (mean age = 20.84 years, SD = 1.57 years) reported their experiences regarding English learning stress, English learning self-efficacy, English learning burnout, and mindfulness. After controlling for covariates, the results revealed that English learning self-efficacy mediated the positive link between English learning stress and English learning burnout among both men and women. Moreover, the findings demonstrated that the indirect link was moderated by mindfulness among male undergraduate students. However, the moderating effect of mindfulness was not significant among the women in this study. The implications of these findings for future research, and the development of intervention and prevention of English learning burnout are discussed.

Suggested Citation

  • Liling Xu & Huahua Wang & Jiaxin Chen & Yiwen Zhang & Zhiqi Huang & Chengfu Yu, 2022. "English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender," IJERPH, MDPI, vol. 19(23), pages 1-13, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15819-:d:986189
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    References listed on IDEAS

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    1. Kwang-Hi Park & Hyunlye Kim & Jaehee Kim, 2020. "Moderating Effect of Mindfulness on the Influence of Stress on Depression According to the Level of Stress among University Students in South Korea," IJERPH, MDPI, vol. 17(18), pages 1-11, September.
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