2026· International journal of research and innovation in social science· 0 citations
Abstract
With growing pressure in today’s world, students are facing burnout from meeting academic demands. This may influence students’ motivation and academic engagement, which causes growing concern in higher education. Therefore, this study is conducted to examine the influence of burnout on students’ motivation by integrating the Job Demands–Resources Model and Expectancy–Value Theory. These relationships are then tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). A questionnaire consisting of three components including value, expectancy, and affective was distributed to 125 undergraduate students. The results were then analysed using SmartPLS, following a two-stage procedure involving measurement and structural model assessment. The findings revealed that the measurement model exhibited satisfactory reliability and validity across all constructs. Structural model results revealed that disengagement exerted significant effects on all three motivational components (value, expectancy, and affective), indicating its strong and consistent influence on students’ motivational beliefs and emotional responses toward learning. Exhaustion, however, showed a more selective impact, significantly influencing expectancy but not value or affective components. Overall, the results suggest that motivational withdrawal affects students' motivation greater than emotional fatigue. These findings contribute to a more detailed understanding of how multiple aspects of burnout may affect students' motivation. The study also highlighted that PLS-SEM is useful in studying the complex relationship between psychological constructs. The results of this study contribute to addressing students’ loss of interest and highlight the role of educators in supporting student motivation during lessons.
Based on the frameworks provided by achievement goal theory and Bandura's social cognitive theory (1997), the current paper investigates whether the Perceived Classroom Mastery Goal Structure (CMGS) will have a direct and an indirect influence on the Academic Engagement (AE) through Academic Self-Efficacy (ASE). Although cross-national evidence indicates that the classroom motivational climate affects Academic Engagement, the mediating role of this climate has not yet been explored among adolescents in Balochistan province, Pakistan. For data collection, a survey questionnaire was used with items derived from the Patterns of Adaptive Learning Scales and Engagement versus Disaffection with Learning scale completed by 300 ninth- and tenth-grade students (52% males, 47% females, 1% chose not to disclose their gender) studying at 12 public secondary schools in Quetta. Measurement and structural models were estimated using PLS-SEM in SmartPLS 4, with significance testing based on 10,000 bootstrapped resamples; the measurement model demonstrated good validity and reliability. CMGS predicted ASE (β = .453, p < .001), and ASE predicted AE (β = .368, p < .001); hence, H1 and H2 were confirmed. In addition, a significant direct CMGS → AE association was revealed (β = .167, p = .005), along with a significant indirect effect via mediation of ASE (β = .167, p < .001), thus indicating complementary partial mediation, with ASE contributing nearly 50% of the CMGS-AE connection (H3). Overall, the model accounted for 20.5% of ASE variance and 22.0% of AE variance.
Unknown authors· Qlantic Journal of Social Sc...· 0 citations
This study aims to analyze the influence of teachers’ teaching styles and social support on the self-efficacy and learning motivation of 11th-grade students at SMK Negeri 44 Jakarta. The method used was a quantitative approach with a population of 210 students; the research sample consisted of 136 students. Data collection was conducted via an online questionnaire using Google Forms. Data processing and analysis were performed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM) with SmartPLS 4.0 software. The results of the outer model test showed that all indicators met the criteria for convergent validity, discriminant validity (HTMT < 0.85), and reliability, with composite reliability and Cronbach’s alpha values above 0.70. Meanwhile, the inner model evaluation yielded an R-Square value of 0.413 for the self-efficacy variable and 0.457 for the learning motivation variable. Hypothesis testing showed that teaching style (β = 0.397; t-value = 3.908; p-value = 0.000) and social support (β = 0.318; t-value = 3.069; p-value = 0.002) had a positive and significant effect on self-efficacy. In addition, social support (β = 0.367; t-value = 3.040; p-value = 0.002) and self-efficacy (β = 0.281; t-value = 2.295; p-value = 0.022) had positive and significant effects on learning motivation. Conversely, the teacher’s teaching style did not have a significant effect on learning motivation (β = 0.151; t-value = 1.311; p-value = 0.190). The implications of this study indicate that students have high confidence in achieving their learning goals; future aspirations are the primary factor driving learning motivation; teachers are the source of social support most felt by students; and teachers’ nonverbal communication has supported the creation of engaging learning experiences, although the pace of speech still needs improvement.
Destria Amara, Dita Puruwita, Rizka Zakiah· TOFEDU: The Future of Educat...· 0 citations
This study investigates the factors influencing university students’ behavioral intentions to use education influencers by integrating the Unified Theory of Acceptance and Use of Technology (UTAUT) and Self-Determination Theory (SDT). A quantitative survey was conducted with 335 university students in China, and the collected data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The findings showed that performance expectancy, social influence, and self-determination significantly influenced behavioral intention. In addition, effort expectancy, social influence, and facilitating conditions significantly influenced self-determination. However, effort expectancy and facilitating conditions did not directly affect behavioral intention. The results further indicated that self-determination contributed to explaining the motivational mechanisms underlying university students’ intentions to use education influencers. Overall, the study suggests that both technology-related perceptions and motivational mechanisms are important in understanding students’ engagement with education influencers in digital learning environments. The findings provide practical implications for educators, higher education institutions, and education influencers seeking to support university students’ learning experiences through social media-based educational content.
Youxue Zhou, Xin Tang· Frontiers in Psychology· 0 citations
This study examines the influence of external and internal factors on learners’ communication strategies using Partial Least Squares Structural Equation Modeling (PLS-SEM). Communication strategies are important in helping learners maintain interaction and overcome difficulties in foreign language communication. Grounded in Vygotsky’s Sociocultural Theory and McCroskey’s Communication Apprehension Theory, the study investigates how environmental and psychological factors affect learners’ use of social-affective, fluency-oriented, negotiation for meaning, accuracy-oriented, and message reduction strategies. A quantitative approach was employed using a questionnaire adapted from Yaman and Kavasoğlu (2013) and Endler (1980). Data were collected from students enrolled in Introductory Arabic courses and analysed using SmartPLS 4 to assess the measurement and structural models. The findings revealed that external factors significantly influenced all dimensions of communication strategies, indicating that classroom environment, peer interaction, and audience response strongly affect learners’ communication behaviour. In contrast, internal factors such as anxiety and self-confidence did not show significant relationships with communication strategies. The results also demonstrated acceptable reliability, validity, and predictive relevance of the proposed model. Overall, the study highlights the importance of supportive learning environments in encouraging effective communication among learners. The findings provide valuable implications for educators and contribute to the understanding of communication strategies in foreign language learning contexts through the application of PLS-SEM analysis.
Ainaa Mardhiah Zaharuddin, Noor Hanim Rahmat, Ahmad Luqman Ahmad Kamal Ariffin· International journal of res...· 0 citations
The excessive use of artificial intelligence (AI) and mobile learning apps in Chinese universities has changed how students experience their studies and has led to higher levels of psychological distress. Using Self-Determination Theory, this study examines how various aspects of mobile empowerment relate to psychological distress. This study used a quantitative, non-experimental design. Researchers collected data through an online survey from 472 undergraduate and postgraduate students at four universities in Fujian Province, China. The data were analyzed with multiple linear regression and structural equation modelling (SEM) using AMOS. The results show that Confirmatory Factor Analysis (CFA) indicated a strong model fit and good construct validity. The RMSEA values were 0.023 for the independent-variable model and 0.011 for the dependent-variable model. The SEM results showed that digital competence significantly lowered generalised anxiety (B = −0.435, p < .001) and psychological stress (B = −0.401, p < .001). Digital relatedness also predicted lower anxiety (B = −0.306, p < .001) and stress (B = −0.228, p < .001). These findings suggest that digital competence and supportive peer connections are important protective factors against psychological distress. However, digital autonomy by itself may not reduce stress in highly connected, AI-driven learning environments.
Dawei Cao, Dusadee Intraprasert, Peera Wongupparaj· International Journal of Int...· 0 citations
The widespread adoption of online learning in higher education has brought increased attention to academic burnout among university students. Although numerous studies have explored the manifestations, influencing factors and interventions of college students’ online academic burnout, few have consolidated and summarized the buffering effect of perceived teacher support. This Mini-Review, informed by the PRISMA 2020 framework, identified and analyzed 26 empirical studies retrieved from Web of Science and Scopus, extracting key data on research design, sample characteristics, and analytical approaches into a structured Excel matrix. This synthesis identifies three main findings. First, academic burnout in online settings is characterized by emotional exhaustion, heightened anxiety, loss of control, and a paradoxical imbalance between learning anxiety and enjoyment, shaped by both internal resources (psychological capital, self-efficacy, digital resilience) and external barriers (pedagogical, technological, and social constraints). Second, perceived teacher support is associated with reduced burnout through a direct protective pathway and three indirect mechanisms: enhancing academic self-efficacy, regulating emotional experiences (e.g., enjoyment, boredom, and anxiety), and facilitating acceptance of online learning (perceived usefulness and ease of use). Third, individual factors (e.g., psychological capital, digital resilience) and contextual conditions (e.g., peer support, technical environment) are tentatively proposed to moderate these associations, pending direct empirical testing. By integrating existing research and identifying gaps in the field, this review provides theoretical and practical insights for alleviating university students’ online academic burnout, optimizing teacher-student interaction in online settings, and building a supportive teaching system.
Unknown authors· Frontiers in Psychology· 0 citations
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