Relationships between students’ attributions in chemistry and chemistry learning burnout: the chain mediating roles of chemistry self-efficacy and chemistry learning engagement

Abstract

Chemistry is frequently perceived as a challenging discipline, placing students at high risk of learning burnout, which significantly undermines their academic performance and well-being. However, few studies have integrated behavioral (learning engagement) and cognitive (attributions, self-efficacy) perspectives to investigate the predictive relationships underlying chemistry learning burnout. Therefore, this study aims to explore the links between these variables and students’ chemistry learning burnout. This research employed a sample of 1,712 students (10th and 11th graders) from 8 high schools in China. After assessing all relevant variables, direct and indirect pathways were examined through structural equation modelling (SEM). The findings indicated that (1) internal/external attributions in chemistry, chemistry self-efficacy, and chemistry learning engagement all showed significant negative relationships with students’ chemistry learning burnout; (2) both (a) chemistry self-efficacy and (b) chemistry learning engagement served as significant mediators in the relationship between internal/external attributions in chemistry and chemistry learning burnout; (3) the chain mediating roles of (a) chemistry self-efficacy and (b) chemistry learning engagement were suggested in the link between internal/external attributions in chemistry and chemistry learning burnout. These findings advance the theoretical understanding of students’ learning burnout in challenging science subjects by providing an integrated cognitive-behavioral framework. Practically, these findings provide a basis for chemistry educators and curriculum designers to implement targeted interventions that prioritize adaptive attributional training and the strengthening of psychological resources to mitigate burnout. Finally, we noted the study’s limitations as well as future research directions.