A Study on the Mediating Effects of Academic Burnout and Self-efficacy on the Relationship between Learning Motivation and Academic Achievement in Chinese Calligraphy Aesthetics Theory Courses

다국어 초록 (Multilingual Abstract)

This study aimed to explore the relationship between learning motivation and academic achievement among university students majoring in calligraphy, with a particular focus on the mediating effects of academic burnout and self-efficacy within calligraphy aesthetic theory courses. The research involved a randomized sampling method targeting 550 calligraphy majors from five universities in Shaanxi Province, China, including Xi’an Jiaotong University, Xi’an Academy of Fine Arts, Xianyang Normal University, Xi’an Liberal Arts Institute, and Shaanxi Yuchi Normal University. Quantitative analysis methods were employed, with data analyzed using descriptive statistics, independent sample t-tests, one-way ANOVA, Pearson correlation analysis, regression analysis, and structural equation modeling. The findings revealed several significant patterns. First, demographic variables such as gender, academic year, and family background significantly influenced learning motivation, academic burnout, self-efficacy, and academic achievement. Female students demonstrated higher levels of academic burnout, including psychological exhaustion, academic alienation, and low accomplishment, compared to their male counterparts, while male students scored higher in learning motivation, self-efficacy, and academic achievement. Senior students exhibited lower levels of academic burnout and higher levels of learning motivation, self-efficacy, and academic achievement compared to freshmen. Students from rural backgrounds reported higher academic burnout and lower levels of learning motivation, self-efficacy, and academic achievement compared to urban students. Academic performance was also a significant factor, with students scoring above 80 exhibiting lower levels of academic burnout and higher levels of learning motivation, self-efficacy, and academic achievement compared to those scoring below 80. Second, the analysis showed a positive relationship between learning motivation and academic achievement. Students with higher levels of intrinsic motivation and extrinsic motivation tended to achieve better academic outcomes in calligraphy aesthetic theory courses. Third, learning motivation was found to negatively influence academic burnout, which in turn negatively affected academic achievement. This indicates that learning motivation indirectly impacts academic achievement by mitigating academic burnout, with dimensions such as psychological exhaustion, academic alienation, and low accomplishment acting as mediators in this relationship. Fourth, learning motivation positively influenced self-efficacy, which subsequently had a significant positive impact on academic achievement. This suggests that learning motivation indirectly affects academic achievement through its influence on self-efficacy, including learning ability self-efficacy and learning behavior self-efficacy. Fifth, structural equation modeling confirmed the dual mediating roles of academic burnout and self-efficacy in the relationship between learning motivation and academic achievement, highlighting the complex interplay of these variables. Based on these findings, several recommendations are proposed. First, educators should emphasize the practical value of calligraphy aesthetic theory courses to enhance learning motivation and reduce negative academic phenomena such as academic burnout and low academic achievement. Second, students should be encouraged to set personalized academic goals and cultivate self-directed learning attitudes to strengthen their intrinsic and extrinsic motivation. Third, instructors should employ diverse teaching methods and foster an engaging classroom environment to enhance self-efficacy, thereby supporting academic achievement. Key words: Chinese Calligraphy, Aesthetics Theory Courses, Learning Motivation, Academic Burnout, Self-efficacy, Academic Achievement

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity and Purpose 1
• 2. Research Questions 6
• 3. Definition of Terms 7
• 1) Calligraphy Aesthetics Theory Courses7
• 2) Learning Motivation7
• 3) Academic Burnout8
• 4) Self-efficacy 8
• Ⅱ. Theoretical Background 10
• 1. Calligraphy Aesthetics Theory Courses10
• 1) Concept10
• 2) The Characteristic of Calligraphy Education 21
• 3) Previous Research of Calligraphy Aesthetics Theory Courses 26
• 2. Learning Motivation 31
• 1) Concept of Learning Motivation31
• 2) Previous Research on Learning Motivation35
• 3) Dimensions and Scales of Learning Motivation 37
• 3. Academic Burnout 41
• 1) Concept of Academic Burnout41
• 2) Previous Research on of Academic Burnout 43
• 3) Dimensions and Scales of Academic Burnout 45
• 4. Self-efficacy 48
• 1) Concept of Self-efficacy 48
• 2) Previous Research on Self-efficacy51
• 3) Dimensions and Measurement Scales of Self-efficacy 53
• 5. Academic Achievement 56
• 1) Concept of Academic Achievement 56
• 2) Previous Research on Academic Achievement 59
• 3) Dimensions and Scales of Academic Achievement 62
• 6. Relationships between Variables 64
• 1) The Effect of Learning Motivation on Academic Achievement64
• 2) The Effect of Learning Motivation on Academic Burnout66
• 3) The Effect of Learning Motivation on Self-efficacy 67
• 4) The Effect of Academic Burnout on Academic Achievement · 68
• 5) The Effect of Self-efficacy on Academic Achievement 70
• III. Research Method 73
• 1. Research Model and Hypotheses73
• 1) Research Model73
• 2) Research Hypotheses 74
• 2. Research Subjects75
• 3. Research Instruments77
• 1) Learning Motivation Scale 78
• 2) Academic Burnout Scale 81
• 3) Self-efficacy Scale 83
• 4) Academic Achievement Scale 86
• 4. Data Analysis 89
• Ⅳ. Research Results92
• 1. Descriptive Statistics 92
• 1) Learning Motivation 92
• 2) Academic Burnout 93
• 3) Self-efficacy93
• 4) Academic Achievement 94
• 2. Differences Analysis 95
• 1) Differences in Learning Motivation95
• 2) Differences in Academic Burnout 99
• 3) Differences in Self-efficacy 103
• 4) Differences in Academic Achievement 107
• 3. Correlation Analysis 111
• 4. Regression Analysis 114
• 1）Learning Motivation on Academic Achievement 114
• 2）Learning Motivation on Academic Burnout 116
• 3）Learning Motivation on Self-efficacy117
• 4) Academic Burnout on Academic Achievement119
• 5) Self-efficacy on Academic Achievement 121
• 5. Mediating Effects 123
• 1) Model Structure and Fit124
• 2) Direct Path Analysis 125
• 3) Mediating Path Analysis 127
• 6. Results of Research Hypothesis Testing 128
• V. Conclusions 130
• 1. Discussion and Conclusions 130
• 2. Suggestions and Limitations135
• References138
• Appendix 162
• 국문초록166