Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (5): 684-691.doi: 10.16187/j.cnki.issn1001-4918.2025.05.08

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The Contagious Effect of Perceived Teacher’s Job Burnout on High School Student’s Study Burnout: A Resource-loss Perspective

HUANG Jie1,2, ZHU Dan1,2, ZHOU Limin3   

  1. 1. School of Education, Hunan First Normal University, Changsha 410205;
    2. Hunan Key Laboratory of Children's Psychological Development and Brain, Changsha 410205;
    3. College of Modern Education Development/Collage of Teaching Training, Changsha 410205
  • Published:2025-09-15

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Abstract: Based on the Conservation of Recourse theory, this two-wave longitudinal study developed and tested a cross-level mediation model linking perceived teacher’s job burnout to high school student’s study burnout through increment of teacher autonomy support increament and academic self-efficiency. A total of 2731 high school students were recruited from 70 classes of 8 schools in Hubei and Hunan provinces. The hierarchical linear model analysis shows that perceived teacher’s job burnout has a significant direct effect on study burnout and indirect effects sequentially through increment of teacher autonomy support and academic self-efficiency. However, it is important to note that the increment of academic self-efficiency positively mediates the relationship between perceived teacher’s job burnout and study burnout, while the increment of teacher autonomy has a negative mediation effect on this relationship. This study may have important practical implications for the prevention and treatment of study burnout in high school students.

Key words: job burnout, study burnout, contagion, resource loss, teacher autonomy support, academic self-efficiency

CLC Number: 

  • G442
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