Psychological Development and Education ›› 2023, Vol. 39 ›› Issue (3): 391-401.doi: 10.16187/j.cnki.issn1001-4918.2023.03.10

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The Relationship between Belief in a Just World and Learning Burnout in Undergraduates: The Mediating Role of Coping Style and Boredom Proneness

YU Haoxue1, LI Hui1, WANG Fuxing2   

  1. 1. School of Education, Central China Normal University, Wuhan 430079;
    2. School of Psychology, Central China Normal University, Wuhan 430079
  • Online:2023-05-15 Published:2023-05-13

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Abstract: In order to explore the relationship between undergraduates’ belief in a just world and their learning burnout, and to investigate the mediating role of coping style and boredom proneness, nine hundred and fifty-five undergraduates were measured by using the just world belief questionnaire, undergraduates’ boredom proneness questionnaire, simple coping style scale and undergraduates’ learning burnout scale. The results were as follows: (1) Taking positive coping and boredom proneness as mediating variables, the belief in a just world could not directly predict learning burnout, while boredom proneness played a complete mediating role. Taking negative coping and boredom proneness as mediating variables, the belief in a just world could directly predict learning burnout, while negative coping and boredom proneness played a partial mediating role respectively; (2) The chain mediating effect between positive/negative coping style and boredom proneness was significant in the relationship between belief in a just world and learning burnout. The results of this study are helpful to understand the mechanism of belief in a just world on learning burnout and provide suggestions for alleviating it.

Key words: belief in a just world, coping style, boredom proneness, learning burnout, undergraduate

CLC Number: 

  • G442
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