Factors Affecting Academic Burnout Among Law Undergraduate Students in China
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This study examined factors associated with academic burnout among undergraduate law students at Jianghan University, China. A cross-sectional quantitative survey was conducted using a stratified convenience sampling approach with grade-proportional recruitment quotas. Of 350 questionnaires distributed, 317 were returned and 309 valid responses were retained. The Chinese-language composite questionnaire integrated adapted measures of academic burnout, academic stress, academic self-efficacy, learning motivation, self-compassion, and smartphone addiction. Three experts evaluated content validity, and a separate pilot sample of 57 students was excluded from the main survey. Pearson correlations and multiple linear regression were used. Academic stress and smartphone addiction were positively associated with academic burnout, whereas academic self-efficacy, learning motivation, and self-compassion were negatively associated with academic burnout. The regression model was significant, and explained 68.5% of the variance. Academic stress had the largest positive unique contribution, and learning motivation had the largest negative unique contribution. The remaining predictors were significant but had comparatively modest unique effects. These findings provide context-specific evidence for student support in undergraduate legal education. Because the study used cross-sectional self-report data from one university, the results represent predictive associations rather than causal effects and should not be generalized beyond similar settings without further evidence.
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ทัศนะและความคิดเห็นที่ปรากฏในบทความในวารสารศิลปการจัดการ ถือเป็นความรับผิดชอบของผู้เขียนบทความนั้น และไม่ถือเป็นทัศนะและความรับผิดชอบของกองบรรณาธิการ ยินยอมว่าบทความเป็นลิขสิทธิ์ของวารสารศิลปการจัดการ
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