Major Commitment and Learning Burnout among Undergraduates in China
Hung-wei Feng, Meng-xin Zhang, Chuan-yu Mo
Available Online January 2019.
- https://doi.org/10.2991/ssphe-18.2019.89How to use a DOI?
- undergraduates, learning burnout, major commitment
- 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.
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 - Proceedings of the 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 -