Research On The Regulation Path Of Graduate Students’ Learning Burnout In The Context Of Distance Learning

As the pinnacle of the education system,postgraduate education holds a critical role in the national education landscape and serves as a driver for building a robust educational system.The cultivation of high-level innovative talents is of paramount importance,and as the COVID-19 pandemic continues to loom,universities and colleges have implemented measures to ensure the continuity of postgraduate education while prioritizing the health and safety of students.Distance learning has emerged as a vital complement to traditional offline teaching,providing a practical solution to the challenges brought about by the pandemic.Nevertheless,in the context of distance learning,postgraduate students are susceptible to learning burnout,which is characterized by a decreased sense of achievement,low motivation,and negative emotions.Addressing this issue is vital to enhance the quality of postgraduate education and promote the growth of students’ personal capabilities,making it an essential topic for researchers and policymakers.After reviewing relevant literature from domestic and international sources,it is apparent that although numerous scholars have conducted extensive research on the factors influencing learning burnout and its production mechanisms,most of these studies are rooted in traditional offline classrooms.Little research has focused on graduate students’ learning burnout in the context of distance learning.Additionally,existing research primarily relies on traditional quantitative methods,which tend to emphasize the linear relationships between individual factors.However,the reality is that learning burnout can result from various subjective and objective factors.Consequently,exploring the collective impact of these factors on graduate students’ learning burnout from a holistic perspective is crucial.To address this gap,this study employs fuzzy set qualitative comparative analysis(fs QCA)and draws on the MOA theory,interaction distance theory,self-efficacy theory,and legalization code theory to examine motivation(social relations,cognitive relations),opportunity(dialogue,structure,autonomy),and ability(academic self-efficacy,mindfulness)as subjective and objective factors that can either promote or inhibit the production of high(or non-high)levels of learning burnout among graduate students in the context of distance learning.The ultimate goal of this study is to identify the driving path of graduate students’ learning burnout and promote high-quality graduate distance education.This study employed the Credemo platform to distribute and collect questionnaires,and 253 valid responses were obtained.Data calibration,necessity analysis,and adequacy analysis were conducted with relevant research software,leading to the following research findings: 1)High learning burnout has two driving paths,while non-high learning burnout has six driving paths.These nine condition configurations can be categorized into five types based on the legalization code theory.2)A single antecedent condition alone cannot constitute a necessary condition for high or non-high learning burnout consumption behavior intention.3)This study demonstrates that graduate students’ high and non-high learning burnout in the context of distance education share a common goal but adopt different approaches.4)The paper reveals a potential substitution relationship between conditions.Specifically,improving the dialogue attribute is crucial for graduate students with the elite code tendency,while academic self-efficacy is necessary for those with mixed non-knowledge code tendencies to avoid non-high learning burnout.Additionally,high structure and low mindfulness are the main reasons for graduate students’ high learning burnout in the context of distance learning.The practical implications of these findings include the need to establish differentiated classroom teaching plans for graduate students with different code tendencies,to improve the supervision and assessment mechanism of teachers’ classroom teaching quality in the context of distance learning,and to provide mental health education that emphasizes mindfulness training to promote graduate students’ mental health,individual subjective well-being,and learning focus.