Proceedings of the 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018)

Major Commitment and Learning Burnout among Undergraduates in China

Authors
Hung-wei Feng, Meng-xin Zhang, Chuan-yu Mo
Corresponding Author
Hung-wei Feng
Available Online January 2019.
DOI
https://doi.org/10.2991/ssphe-18.2019.89How to use a DOI?
Keywords
undergraduates, learning burnout, major commitment
Abstract
Learning burnout would directly decide the learning outcome of a student is good or bad during four years in college. Learning burnout among undergraduate students in China is closely related to the degree of their major commitments. Different degrees of commitment could cause different levels of learning burnout. The purpose of this study is to understand how commitment to major influences learning burnout. The research showed that the major commitment is not good and the overall level of major commitment of undergraduates was 12.3061. In addition, each dimension of undergraduates’ learning burnout was lower than the average score. This illustrated that the higher degree of learning burnout in this case. Finally results show that the better major commitment the less learning burnout and there is a significant negative correlation between learning burnout and major commitment.
Open Access
This is an open access article distributed under the CC BY-NC license.

Download article (PDF)

Proceedings
2nd International Conference on Social Science, Public Health and Education (SSPHE 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
January 2019
ISBN
978-94-6252-653-2
ISSN
2352-5398
DOI
https://doi.org/10.2991/ssphe-18.2019.89How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Hung-wei Feng
AU  - Meng-xin Zhang
AU  - Chuan-yu Mo
PY  - 2019/01
DA  - 2019/01
TI  - Major Commitment and Learning Burnout among Undergraduates in China
BT  - 2nd International Conference on Social Science, Public Health and Education (SSPHE 2018)
PB  - Atlantis Press
SP  - 389
EP  - 394
SN  - 2352-5398
UR  - https://doi.org/10.2991/ssphe-18.2019.89
DO  - https://doi.org/10.2991/ssphe-18.2019.89
ID  - Feng2019/01
ER  -