Investigating the relationships between loneliness and learning burnout

Objective: To explore the effect of maternal parenting style on learning burnout in primary school students, and the mechanism of resilience and hope in it, in order to provide a basis for improving the current situation of primary school students’ academic burnout and improving the mental health level of adolescents. Methods: A total of 893 primary school students in two primary schools in Anhui Province were tested by cluster sampling using the Chinese version of the Simplified Family Parenting Style Questionnaire, the Current Learning Burnout Scale of Primary School Students, the Chinese Version of the Child Hope Scale, and the Adolescent Resilience Scale, and PROCESS was used for data processing. Results: (1) There was a significant correlation between maternal rejection, maternal warmth, maternal overprotection, learning burnout, resilience and hope. (2) Mother’s rejection of parenting style, resilience and hope significantly predicted learning burnout, maternal emotional warmth parenting style, resilience and hope traits significantly predicted learning burnout, and maternal overprotective parenting style, resilience and hope traits significantly predicted learning burnout. (3) After controlling for gender and left-behind factors, maternal rejection, emotional warmth and overprotection could affect learning burnout in primary school students through the chain mediating effect of resilience and hope. Conclusion: Mother’s upbringing style can not only directly and positively predict primary school students’ learning burnout, but also indirectly affect primary school students’ learning burnout through the chain mediating effect of resilience and hope.

In this study, we examined the effects of parental phubbing on learning burnout in elementary and secondary school students and its mechanism of action. A questionnaire method was applied to investigate parental phubbing, parent–child attachment, ego depletion, and learning burnout among 2090 elementary and secondary school students in Anhui Province, China. The results are as follows: (1) Parental phubbing was significantly correlated with parent–child attachment, ego depletion, and learning burnout; (2) Parental phubbing has an indirect impact on learning burnout in elementary and secondary school students through three pathways: a separate mediating effect on parent–child attachment, a separate mediating effect on ego depletion, and a chain mediating effect on both. Parental phubbing is a risk factor for Learning Burnout, which can positively affect Learning Burnout in elementary and secondary school students. The findings of the study contribute to revealing the influence mechanism of parental phubbing on learning burnout in elementary and secondary school students.

Grounded in the self-regulated learning model, this research examined the effects of mindfulness on learning burnout among high school students. A survey was administered to 1311 high school students utilizing the following instruments: the Short Form of the Five Facet Mindfulness Questionnaire, the Future Time Perspective Scale, the Academic Positive Emotions Questionnaire, and the Learning Burnout Scale for Middle School Students. The outcomes implied that (1) mindfulness exhibited an inverse association with learning burnout in high school students, (2) indirect effects consistent with the independent mediating roles of future time perspective and academic positive emotions on learning burnout, and (3) exerted an indirect effect on learning burnout via the sequential mediation of future time perspective and subsequent academic positive emotions. Mindfulness can alleviate learning burnout and promote the physical and mental health of high school students by enhancing future time perspective and academic positive emotions.

By using the 5-point Likert Scale, this paper explores the correlation between learning burnout and English performance. The collected data were processed and analyzed through SPSS20.0 (descriptive analysis and statistical analysis). The conclusion is that: (1) Non-English majors at independent colleges generally have weak English foundation and low self-evaluation of English proficiency. (2) There is a significant low- degree negative correlation between English performance and the respondents' learning burnout. Learning burnout can be used as an effective predictor of students' English performance. (3) There are significant differences in learning burnout among students of different grades. The scores of learning burnout of senior students are generally higher than those of lower grades students. And reduced learning efficacy has become a key factor of learning burnout for non-English major students.

Vocational colleges students are more likely to suffer learning burnout due to the disadvantaged social recognition and under-equipped educational resources. The symptom of learning burnout is affected by various dimensions and specialty identification (SI) is one of the crucial factors. However, the relationship between SI and learning burnout is little explored in empirical studies. This perspective with a focus on students majoring in Computer Science is rarer despite that Computer Science is a boomingly sought-after major in China and it’s necessary to investigate how do students perceive their major and what’s their real study status. Specifically, to investigate to what extent does the level of SI have an impact on learning burnout and is there any gender differences in the dimensions of SI and learning burnout, we used a sample of 324 college students majoring in Computer Science and issued online questionnaires consisted of the Scale of Specialty Identity and Scale of Learning Burnout. After conducting a regression analysis, this study found that the level of specialty identity especially the dimensions of relevance and behavior are negatively correlated with learning burnout. Moreover, it was discovered that gender difference in SI existed in the aspect of relevance and emotion while barely seen in learning burnout.

Learning burnout is a continuous negative psychological state experienced by students. According to Cultural contextual risk theory and Ecological systems theory, family and school are important factors that affect students' psychological and social development. The study discusses the relationship between and mechanisms of parental burnout and children's learning burnout, and the moderating role of school factors in this process based on previous relevant theories and existing research. This study used the Parental Burnout Assessment, the Parent-Child Relationship Scale, the Positive Psychology Questionnaire, the Adolescent Student Burnout Inventory, and School Connectedness Scale to conduct a cluster sampling survey of 1439 primary school students and one of their parents (the primary caregiver) in China. The results showed that parent-child relationship and children's psychological resilience played a mediating role between parental burnout and students' learning burnout. School connection played a moderating role between parent-child conflict and children's psychological resilience. The study's results indicate that parental burnout is a critical risk factor for children's learning burnout and school connection can be a protective factor. This finding suggests that in education, schools should support and work with parents to promote students' psychological and social development. However, the family remains the primary factor affecting students' development.

Previous studies had identified the significant issue of burnout and sleep quality in medical students. However, no studies have explored the interactions between learning burnout and sleep quality on a symptom level. This study used network analysis to explore the interaction and construct the network structure of learning burnout and sleep quality among medical students in China. We recruited 553 medical students to participate in our study. Learning Burnout of Undergraduates and Scale (LBUS) and the Pittsburgh Sleep Quality Index (PSQI) were used to measure learning burnout and sleep quality. Expected influence and bridge expected influence were used to identify the central and bridge symptoms. Results showed ‘B9’ (Tired of learning) and ‘B17’ (I want to learn but feel bored with it) had the highest expected influence. ‘B12’ (I often fall asleep while studying) and ‘P_DD’ (Daytime dysfunction) had the highest bridge expected influence. Our findings revealed the characteristics of learning burnout and sleep quality in online learning and provided information to further understand the difference in the influence of mental health between online and offline learning.

How Does Social Support Detected Automatically in Discussion Forums Relate to Online Learning Burnout? The Moderating Role of Students’ Self-Regulated Learning

The aim of this study was to examine the correlation between the level of mobile phone dependence among college students and their experience of academic burnout. Additionally, the study sought to explore the potential mediating effect of study engagement and the moderating role of love. During October and December 2023, a cross-sectional study measuring mobile phone dependence, academic burnout, and study engagement among Chinese college students, using the UtrechtWork Engagement Scale-student (UWES-S), College Student Mobile Phone Dependence Questionnaire (CSMPDQ), and Academic Burnout Questionnaire (ABQ). To examine the hypothesis of mediating and moderating effect, SPSS PROCESS was utilized. The predictive effect of mobile phone dependence on academic burnout was significant (β = 0.410, t = 14.236, p < 0.001), and the predictive effect of mobile phone dependence on academic burnout remained significant when the mediating variable study engagement was introduced (β = 0.308, t = 10.288, p < 0.001), mobile phone dependence had a significant predictive effect on study engagement (β = -0.292, t = -11.639, p < 0.001), and study engagement had a significant positive predictive effect on academic burnout (β = -0.270, t = -9.028, p < 0.001). Love significantly negatively predicted study engagement (β = -0.564, t = -9.641, p < 0.001); and the interaction term for mobile phone dependence and love was significant (β = -0.211, t = -3.688, p < 0.001), indicating a significant moderating effect of love between mobile phone dependence and study engagement. Mobile phones among college students has been found to have a direct correlation with academic burnout. It can also indirectly contribute to academic burnout by diminishing levels of academic engagement. This indirect relationship is further influenced by love. These findings can help researchers and educators better understand the underlying mechanisms between smartphone dependence and learning burnout in undergraduates.

The present study investigates whether loneliness and social isolation are associated with poor physical and mental health among adolescents and young adults, and whether age and gender play a role in the associations of loneliness and social isolation with mental and physical health. This study used cross-sectional self-report data from the 2017 Danish Health and Morbidity Surveys titled 'How are you?' (N = 19,890, M = 22.6 years). Logistic regression analyses showed that loneliness and social isolation were independently associated with poor physical and mental health. Loneliness was associated with increased odds of asthma, migraine, osteoarthritis, rheumatoid arthritis, hypertension, slipped disc/back pain, tinnitus, long-term mental illness, depressive symptomatology, anxiety symptomatology and alcohol problems. Social isolation was associated with decreased odds of having migraine, osteoarthritis and alcohol problems, and an increased risk of long-term mental illness and depressive symptomatology. Small age and gender differences were detected. In adolescents and young adults, loneliness and social isolation were associated with poor mental health and loneliness with poor physical health. These findings highlight the need for targeted prevention and intervention initiatives to alleviate loneliness and social isolation.

Adverse childhood experiences (ACEs) increase the risk of poor health and wellbeing in adulthood. In this study, we tested whether experiences in early adulthood—intimate partner violence (IPV), substance use, social isolation, and work instability—mediate the relationship between ACEs and poor physical health in later adulthood. Using data from a large-scale survey of Medicaid enrollees in the Portland metropolitan area, four separate mediation models were constructed to assess the indirect effects of each early adulthood experience and the proportion of the total effect on physical health accounted for by the pathway. Experiencing four or more ACEs increased the risk of poor adult physical health by 50% (RR 1.50). Considered in separate models, mediation by IPV accounted for 14.4% of the total effect; substance use mediated a similar proportion (14.0%). Social isolation was a less substantial mediator (7.6%). Work instability did not mediate the relationship between ACEs and adult physical health in our population. These findings provide evidence that IPV, substance use, and social isolation in early adulthood are part of the pathway between high ACEs and poor adult physical health. Intervening to prevent negative early adult experiences may mitigate some of the long-term effects of childhood trauma on health.

Purpose: Addressing perceived and enacted stigma in clinical settings is critical to ensuring delivery of high-quality patient-centered care, reducing health disparities, and improving population health outcomes.Methods: Data from the Behavioral Risk Factor Surveillance System's (2012–2014) Reaction to Race module were analyzed to test the hypothesis that perceived stigma in health care settings would be associated with poorer physical and mental health. Poor health was measured by (1) the number of days the respondent was physically or mentally ill over the past month and (2) depressive disorder diagnosis. Multivariate linear and logistic regression models were employed.Results: Effects of stigma on physical and mental health were significant. Perceived stigma was associated with additional 2.79 poor physical health days (β=2.79, confidence interval [CI]=1.84–3.75) and 2.92 more days of poor mental health (β=2.92, CI=1.97–3.86). Moreover, perceived stigma in health care settings was associated with 61% higher odds of reporting a depressive disorder (adjusted odds ratio=1.61, CI=1.29–2.00). Among other findings, individuals who were married, younger, had higher income, had college degrees, and were employed reported significantly fewer poor physical and mental health days and had lower odds of self-reported depressive disorder.Conclusions: Reducing stigma against people of color in health care settings (environments that should be pro-patient) must be a top priority for population health scholars and clinicians. Reducing perceived stigma in clinical settings may produce better mental and physical health outcomes in minority patients thereby reducing health disparities. In addition, fewer days lost to poor health could positively influence the health care system by decreasing utilization and may improve economic productivity through increasing days of good health.

Настоящето изследване цели да опише взаимовръзките между процеса на сепарация/индивидуация и степента на преживяването за самота при хора с интелектуални затруднения и хора с психични разстройства над 18 години. Клиничната извадка се състои от 33 души с лека и умерена степен на интелектуално затруднение и 30 души с шизофрения и биполярно афективно разстройство. Те са изследвани със скала за самота на Университета в Калифорния, Лос Анджелос (UCLA Loneliness Scale, Version 3) и Въпросник за сепарация-индивидуация (Separation – Individuation Process Inventory). Резултатите сочат, че стойностите по двете променливи (степен на самота и сепарация-индивидуация) и при двете групи изследвани лица са над средните за нормата. Също така между двете променливи съществува правопропорционална причинно-следствена връзка, т.е. проблемите в процеса на сепарация-индивидуация водят до високи степени на самота.

In Zambia, half of children and adolescents living with HIV (CALWH) on antiretroviral therapy (ART) are virologically unsuppressed. Depressive symptoms are associated with ART nonadherence but have received insufficient attention as mediating factors in the relationship between HIV self-management and household-level adversities. We aimed to quantify theorized pathways from indicators of household adversity to ART adherence, partially mediated by depressive symptoms, among CALWH in 2 Zambian provinces. In July-September 2017, we enrolled 544 CALWH aged 5-17 years and their adult caregivers into a year-long prospective cohort study. At baseline, CALWH-caregiver dyads completed an interviewer-administered questionnaire, which included validated measures of recent (past 6 months) depressive symptomatology and self-reported past-month ART adherence (never versus sometimes or often missing medication doses). We used structural equation modeling with theta parameterization to identify statistically significant ( P < 0.05) pathways from household adversities (past-month food insecurity and caregiver self-reported health) to depression (modeled latently), ART adherence, and poor physical health in the past 2 weeks. Most CALWH (mean age: 11 years, 59% female) exhibited depressive symptomatology (81%). In our structural equation model, food insecurity significantly predicted elevated depressive symptomatology ( ß = 0.128), which was associated inversely with daily ART adherence ( ß = -0.249) and positively with poor physical health ( ß = 0.359). Neither food insecurity nor poor caregiver health was directly associated with ART nonadherence or poor physical health. Using structural equation modeling, we found that depressive symptomatology fully mediated the relationship between food insecurity, ART nonadherence, and poor health among CALWH.

Variation in levels of pain intensity and incapability among patients with musculoskeletal conditions is associated with measures of mindset (unhelpful thoughts [such as hurt equals harm] and feelings of distress [overwhelm, rumination] regarding bodily sensations) and circumstances (social health as well as security in finances, roles, home, and support) as much or more so than pathophysiology severity. Loneliness is an important aspect of social health, it is associated with worse mental health, and it has been identified as worthy of attention and intervention by health authorities in several countries. It is estimated that up to one-third of adults older than 45 years of age experience loneliness. Given that a large percentage of people seeking musculoskeletal specialty care are older than 45 years, identification of notable levels of loneliness and an association with greater levels of pain intensity and incapability would support screening and treatment of feelings of loneliness as part of comprehensive, whole-person, musculoskeletal care strategies. In a cross-sectional study of people seeking musculoskeletal specialty care for upper and lower extremity conditions, we asked: (1) Are there factors associated with levels of capability including greater feelings of loneliness? (2) Are there factors associated with levels of pain intensity including greater feelings of loneliness? We recruited 146 new and returning, English-speaking, adult patients without cognitive deficiencies seeking care in metropolitan musculoskeletal specialty offices. Three patients were excluded because they did not complete the measures of pain intensity and incapability, and 143 were analyzed, including 57% (82) women with a mean age ± SD of 56 ± 17 years and 71% (102) with an upper extremity condition. Participants completed validated measures of feelings of loneliness (University of California, Los Angeles [UCLA] Loneliness Scale), thoughts and feelings regarding sensations (three items each validated in a factor analysis of commonly used measures), and levels of incapability (PROMIS Physical Function computer adaptive test), and pain intensity (pain intensity on an 11-point ordinal scale between 0 [no pain] and 10 [the most intense possible pain]). In the multivariable analysis, we measured the relationship between levels of incapability and pain intensity and feelings of loneliness, accounting for demographic factors and thoughts and feelings regarding sensations. Accounting for potential confounding variables such as income level and insurance status, we found that lower levels of capability were moderately associated with greater feelings of distress regarding symptoms (such as rumination or a sense of overwhelm; regression coefficient [RC] -0.99 [95% confidence interval (CI) CI -1.5 to - 0.51]; p < 0.001) and that higher levels of capability were more modestly associated with having an upper rather than lower extremity condition (RC 4.4 [95% CI 1.5 to 7.3]; p = 0.003) and an income between USD 46,000 and USD 75,000 (RC 6.7 [95% CI 1.4 to 12]; p = 0.01) compared with an income less than USD 24,000 a year. Levels of capability were not associated with levels of loneliness (RC = -0.15 [95% CI -0.38 to 0.086]; p = 0.22), even though the mean level of loneliness was 54, representing moderate to high levels of loneliness. Higher levels of pain intensity were moderately associated with greater feelings of distress regarding symptoms (RC 0.35 [95% CI 0.22 to 0.47]; p < 0.001) and also modestly associated with greater level of unhelpful thoughts about symptoms (such as pain equating to injury) (RC 0.19 [95% CI 0.036 to 0.34]; p = 0.002), having a 4-year college degree (RC -1.4 [95% CI -2.4 to -0.26]; p = 0.02), and having a postcollege graduate degree (RC -1.35 [95% CI -2.4 to -0.26]; p = 0.02) compared with high school or less education but not with higher levels of loneliness. The observation that levels of musculoskeletal incapability and pain intensity have limited association with loneliness reinforces the evidence that other cognitive and emotional factors are the key modifiable personal factors in musculoskeletal illness. Our findings do not discount the importance of addressing loneliness in musculoskeletal care, but efforts to tackle loneliness alone may be less effective than efforts to focus on loneliness in addition to thoughts and feelings regarding bodily sensations. Level II, prognostic study.