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Explores the impact of teacher-student relationship on learning burnout in college music students, highlighting pathways for intervention.
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.
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Jiao et al. (2026) studied this question.
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