A study of the improvement of academic burnout of students with different learning styles by teacher-student collaborative assessment.

IF 2.9 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2025-07-16 eCollection Date: 2025-01-01 DOI:10.3389/fpsyg.2025.1504097

Yong Jiang, Wen-Ting Ge, Yu-Ge Wu, Han-Zhu Zhou, Jun-Xuan Zhang

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Abstract

Introduction: Academic burnout has become a pressing concern in higher education, particularly with the rise of online learning. This study aimed to investigate the effectiveness of the Teacher-Student Collaborative Assessment (TSCA) model in mitigating academic burnout among college students with diverse learning styles.

Methods: A quasi-experimental design was applied to two undergraduate classes (n = 85) at Jilin Medical University. The Kolb Learning Style Inventory was used to categorize students into adaptive, assimilative, divergent, and convergent types. Academic burnout was assessed at the start and conclusion of a 3-month TSCA-based course using a validated burnout questionnaire.

Results: The results indicated that students with adaptive and divergent learning styles experienced a statistically significant decrease in burnout levels (P < 0.05), whereas those with assimilative and convergent styles did not (P>0.05).

Discussion: These findings suggest that the TSCA model may be particularly effective for certain learner types in reducing academic burnout and enhancing engagement in online education. This study provides practical insights for personalized teaching interventions and online course design.

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不同学习风格学生学业倦怠改善的师生协同评估研究。

导读：学业倦怠已经成为高等教育中一个迫切关注的问题，尤其是随着在线学习的兴起。本研究旨在探讨师生合作评估模式对不同学习风格大学生学业倦怠的缓解效果。方法：采用准实验设计对吉林医科大学2个本科生班级（85人）进行研究。采用科尔布学习风格量表将学生分为适应型、同化型、发散型和收敛型。在为期3个月的以tsca为基础的课程开始和结束时，使用经过验证的职业倦怠问卷对学业倦怠进行评估。结果：适应型和发散型学习风格学生的倦怠水平有统计学意义（P < 0.05），同化型和收敛型学习风格学生的倦怠水平无统计学意义（P < 0.05）。讨论：这些发现表明，TSCA模式可能对某些类型的学习者在减少学业倦怠和提高在线教育参与度方面特别有效。本研究为个性化教学干预和在线课程设计提供了实践见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.