000			01777nam a22002537a 4500
003			ZW-GwMSU
005			20241111122538.0
008			241111b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100			_aLin, Shu-Hui _eauthor
245			_aLife stress and academic burnout _ccreated by Shu-Hui Lin and Yun-Chen Huang
264			_aThousand Oaks: _bSage Publications, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive Learning in Higher Education _vVolume 15, number 1 ,
520	3		_aStress has been shown to negatively affect learning. Academic burnout is a significant problem associated with poor academic performance. Although there has been increased attention on these two issues, literature on the relationship between students’ life stress and burnout is relatively limited. This study surveys academic burnout and life stresses among college students and further assesses whether reports of life stresses can serve as a predictor of academic burnout. The “Undergraduate Life Stress Scale” and “Learning Burnout Scale” are used as research tools, and data from 2640 students were collected. The results showed that both the level of students’ burnout and stress are in general not serious. Female students and upper year students reported higher values of life stresses. The self-identity stress, interpersonal stress, future development stress, and academic stress could jointly predict student academic burnout.
650			_aAcademic burnout _vCollege students _xLife stress
700			_aHuang, Yun-Chen _eco-author
856			_udoi.org/10.1177/1469787413514651
942			_2lcc _cJA
999			_c168200 _d168200