The influence of teacher-student relationship on learning burnout in college students major in vocal music: a moderated mediation model

To explore the mechanisms underlying learning burnout (LB) among college vocal music students, we tested a moderated mediation model involving the teacher-student relationship (TR), perceived discrimination (PD), and self-efficacy. Using cluster sampling, 729 students completed standardized questionnaires. Results from SPSS PROCESS macro revealed that TR negatively predicted LB, with PD partially mediating this effect. Furthermore, self-efficacy moderated this mediation, strengthening the protective effect of TR against PD for students with higher self-efficacy. These findings highlight targeted pathways to alleviate LB through enhancing TR and fostering self-efficacy.