Academic burnout among construction management students: amid industry upheavals in China

Purpose Academic burnout among construction management students has become increasingly prominent. This study constructs a theoretical model based on social ecology theory to identify and analyze the multifaceted factors contributing to academic burnout among construction management students in China. The goal was to examine how these factors directly and indirectly affect students' academic performance, mental health, and professional loyalty. Design/methodology/approach A national survey gathered 2,409 responses, and structural equation modeling was employed to evaluate the data. The model assessed the influence of personal, family, school, and social factors on academic burnout by examining both direct and mediated effects. Findings School factors emerged as the most significant contributors to academic burnout, with value education playing the central role. Personal factors, particularly career planning and self-motivation, helped to reduce burnout, whereas family factors had an indirect impact, primarily influencing personal factors. Social factors, while promoting self-worth, also introduced high expectations and pressures, sometimes with adverse effects. Academic burnout was linked to poorer physical and mental health, diminished learning performance, and reduced professional loyalty. Practical implications This study provides actionable recommendations for students, families, schools, and society to alleviate academic burnout and support students' overall development and well-being. Originality/value This research contributes to a comprehensive framework for understanding the direct and indirect influences on academic burnout, offering insights into targeted intervention strategies. Future studies should pursue longitudinal assessments and pilot interventions to validate these findings.