Startseite Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
Artikel
Lizenziert
Nicht lizenziert Erfordert eine Authentifizierung

Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference

  • Lihong Ma

    Lihong Ma is Professor in School of Foreign Studies, University of Science and Technology Beijing, China. Her research interests include teacher education, motivation and emotion in language learning, and critical thinking in language learning. Her recent work with has appeared in Language Teaching Research, Applied Linguistics Review, Learning and Instruction, Learning and Individual Difference, and British Journal of Educational Psychology, among others.

     ORCID logo     , Leifeng Xiao

    Leifeng Xiao is an associate professor in School of Psychology, Shanghai Normal University, China. Her research interests include educational measurement and teacher education. Her work has appeared in Learning and Instruction, Learning and Individual Difference, Language Teaching Research, among others.

         und Jian Liu

    Jian Liu is Professor in China Education Innovation Institute, Beijing Normal University, China. His research interest includes teacher education and education innovation. His work has appeared in Applied Linguistics Review, Language Teaching Research, Journal of Multilingual and Multicultural Research, Educational Psychology, among others.

     ORCID logo EMAIL logo
Veröffentlicht/Copyright: 6. Januar 2025
Veröffentlichen auch Sie bei De Gruyter Brill
Manuskript einreichen Informationen für Autor*innen
Applied Linguistics Review
Aus der Zeitschrift Applied Linguistics Review Band 16 Heft 4

Abstract

As smartphone addiction (SPA) among young learners grows, a consequential increase in learning burnout is observed. However, the association between SPA and learning burnout, especially in the context of foreign language (FL) learning, remains underexplored. In particular, the factors that might mitigate this relationship and the potential variations across genders have not been sufficiently examined. Drawing upon control value theory and social capital theory, this study sheds light on the moderating role of teacher-student rapport (TSR) in the SPA-FL burnout nexus, and also explores the potential gender differences. The research involved a total of 4,372 secondary-level students in China (54.3 % boys), using student-reported data on SPA, TSR, and FL learning burnout. The results revealed a positive correlation between SPA and burnout in FL learning. Furthermore, TSR played a crucial moderating role in this relationship. Interestingly, gender differences were identified in the moderating effect of TSR on the SPA-FL burnout link. That is, TSR only mitigated the effects of SPA on FL burnout among male students, but this did not hold true for female students. These findings have theoretical and pedagogical implications for FL education.

Keywords: teacher-student rapport; smartphone addiction; burnout; gender difference
Corresponding author: Jian Liu, China Education Innovation Institute, Beijing Normal University, No. 19 Xinjiekou Wai Street, Haidian District, Beijing, China, E-mail:

About the authors

Lihong Ma

Lihong Ma is Professor in School of Foreign Studies, University of Science and Technology Beijing, China. Her research interests include teacher education, motivation and emotion in language learning, and critical thinking in language learning. Her recent work with has appeared in Language Teaching Research, Applied Linguistics Review, Learning and Instruction, Learning and Individual Difference, and British Journal of Educational Psychology, among others.

Leifeng Xiao

Leifeng Xiao is an associate professor in School of Psychology, Shanghai Normal University, China. Her research interests include educational measurement and teacher education. Her work has appeared in Learning and Instruction, Learning and Individual Difference, Language Teaching Research, among others.

Jian Liu

Jian Liu is Professor in China Education Innovation Institute, Beijing Normal University, China. His research interest includes teacher education and education innovation. His work has appeared in Applied Linguistics Review, Language Teaching Research, Journal of Multilingual and Multicultural Research, Educational Psychology, among others.

  1. Competing interests: The researchers declare no conflict of interest for this paper.

  2. Research funding: This work is supported by Beijing Institute of Technology young teachers academic start-up program.

  3. CRediT author statement: Lihong Ma: conceptualization; methodology; formal analysis; writing; review & editing; Leifeng Xiao: data analyses, review & editing; Jian Liu: Data collection, review & editing.

  4. Author agreement: All authors have seen and approved the final version of the manuscript being submitted.

References

Adams, Swann Arp, Charles E. Matthews, Cara B. Ebbeling, Charity G. Moore, Joan E. Cunningham, Jeanette Fulton & James R. Hebert. 2005. The effect of social desirability and social approval on self-reports of physical activity. American Journal of Epidemiology 161(4). 389–398. https://doi.org/10.1093/aje/kwi054.Suche in Google Scholar

Aiken, Leona S., Stephen G. West & Raymond R. Reno. 1991. Multiple regression: Testing and interpreting interactions. London: Sage.Suche in Google Scholar

Aljomaa, Suliman S., Mohammad F. Al. Qudah, Ismael S. Albursan, Salaheldin F. Bakhiet & Adel S. Abduljabbar. 2016. Smartphone addiction among university students in the light of some variables. Computers in Human Behavior 61. 155–164. https://doi.org/10.1016/j.chb.2016.03.041.Suche in Google Scholar

An, Shangyong & Sha Tao. 2024. English as a foreign language teachers’ burnout: The predicator powers of self-efficacy and well-being. Acta Psychologica 245. 104226. https://doi.org/10.1016/j.actpsy.2024.104226.Suche in Google Scholar

Artz, Benjamin, Ilker Kaya & Ozgur Kaya. 2022. Gender role perspectives and job burnout. Review of Economics of the Household 20(2). 447–470. https://doi.org/10.1007/s11150-021-09579-2.Suche in Google Scholar

Bourdieu, Pierre. 2018. The forms of capital. In The sociology of economic life, 78–92. London: Routledge.10.4324/9780429494338-6Suche in Google Scholar

Chen, Chunmei, Yuanyi Shen, Fanghao Xiao, Jianchao Ni & Yujie Zhu. 2023. The effect of smartphone dependence on learning burnout among undergraduates: The mediating effect of academic adaptability and the moderating effect of self-efficacy. Frontiers in Psychiatry 14. 1–12. https://doi.org/10.3389/fpsyt.2023.1155544.Suche in Google Scholar

Cong, Yilin, Lei Yang & Anna Lia Proietti Ergün. 2024. Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica 248. 104394. https://doi.org/10.1016/j.actpsy.2024.104394.Suche in Google Scholar

Croninger, Robert G. & Valerie E. Lee. 2001. Social capital and dropping out of high school: Benefits to at-risk students of teachers’ support and guidance. Teachers College Record 103(4). 548–581. https://doi.org/10.1111/0161-4681.00127.Suche in Google Scholar

Dawson, Jeremy F. & Andreas W. Richter. 2006. Probing three-way interactions in moderated multiple regression: Development and application of a slope difference test. Journal of Applied Psychology 91(4). 917–926. https://doi.org/10.1037/0021-9010.91.4.917.Suche in Google Scholar

Denessen, Eddie, Annelies Keller, Linda van den Bergh & Paul van den Broek. 2020. Do teachers treat their students differently? An observational study on teacher-student interactions as a function of teacher expectations and student achievement. Education Research International. 1–8. https://doi.org/10.1155/2020/2471956.Suche in Google Scholar

Dika, Sandra L. & Kusum Singh. 2002. Applications of social capital in educational literature: A critical synthesis. Review of Educational Research 72(1). 31–60. https://doi.org/10.3102/00346543072001031.Suche in Google Scholar

Dong, Jingya, Yang He, Feng Jiang, Zuokun Liu, Yuchen Ni, Yilang Tang, Luo Jin, Zhaoxu Zhang & Yangmu Huang. 2024. Teacher-student relationships and mental disorders of undergraduate and graduate students in online education: A moderated mediation model of mobile phone addiction and hometown setting. Computers in Human Behavior Reports 14. 100406. https://doi.org/10.1016/j.chbr.2024.100406.Suche in Google Scholar

Dubos, Rene. 2017. Social capital: Theory and research. London: Routledge.Suche in Google Scholar

Eagly, Alice H. & Wendy Wood. 2012. Social role theory. Handbook of Theories of Social Psychology 2. 458–476. https://doi.org/10.4135/9781446249222.n49.Suche in Google Scholar

Ebner-Priemer, Ulrich W., Janice Kuo, Stacy Shaw Welch, Tanja Thielgen, Steffen Witte, Martin Bohus & Marsha M. Linehan. 2006. A valence-dependent group-specific recall bias of retrospective self-reports: A study of borderline personality disorder in everyday life. The Journal of Nervous and Mental Disease 194(10). 774–779. https://doi.org/10.1097/01.nmd.0000239900.46595.72.Suche in Google Scholar

Ettekal, Idean & Qinxin Shi. 2020. Developmental trajectories of teacher-student relationships and longitudinal associations with children’ s conduct problems from Grades 1 to 12. Journal of School Psychology 82. 17–35. https://doi.org/10.1016/j.jsp.2020.07.004.Suche in Google Scholar

Farshi, Sina Soltanabadi & Fariba Omranzadeh. 2014. The effect of gender, education level, and marital status on Iranian EFL teachers’ burnout level. International Journal of Applied Linguistics and English Literature 3(5). 128–133.10.7575/aiac.ijalel.v.3n.5p.128Suche in Google Scholar

Fitzsimmons, Wendy, Richard Trigg & Preethi Premkumar. 2019. Developing and maintaining the teacher-student relationship in one to one alternative provision: The tutor’s experience. Educational Review 73(4). 399–416. https://doi.org/10.1080/00131911.2019.1653265.Suche in Google Scholar

Fraser, Barry J. & Herbert J. Walberg. 2005. Research on teacher-student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research 43(1-2). 103–109. https://doi.org/10.1016/j.ijer.2006.03.001.Suche in Google Scholar

Fu, Liping. 2024. Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important? Current Psychology 43(7). 5789–5803. https://doi.org/10.1007/s12144-023-04778-9.Suche in Google Scholar

Gao, Xiaojuan. 2024. Mindfulness and foreign language learners’ self-perceived proficiency: The mediating roles of anxiety and burnout. Journal of Multilingual and Multicultural Development 45(10). 4182–4199.10.1080/01434632.2022.2150196Suche in Google Scholar

Goetz, Thomas, Anne C. Frenzel, Reinhard Pekrun & Nathan C. Hall. 2006. The domain specificity of academic emotional experiences. The Journal of Experimental Education 75(1). 5–29. https://doi.org/10.3200/jexe.75.1.5-29.Suche in Google Scholar

Hajovsky, Daniel B., Benjamin A. Mason & Luke A. McCune. 2017. Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology 63. 119–133. https://doi.org/10.1016/j.jsp.2017.04.001.Suche in Google Scholar

Hao, Zejun, Liangyi Jin, Jinzi Huang & Hui Wu. 2022. Stress, academic burnout, smartphone use types and problematic smartphone use: The moderation effects of resilience. Journal of Psychiatric Research 150. 324–331. https://doi.org/10.1016/j.jpsychires.2022.03.019.Suche in Google Scholar

Hawi, Nazir S. & Maya Samaha. 2016. To excel or not to excel: Strong evidence on the adverse effect of smartphone addiction on academic performance. Computers & Education 98. 81–89. https://doi.org/10.1016/j.compedu.2016.03.007.Suche in Google Scholar

Hu, Li-tze & Peter M. Bentler. 1999. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal 6(1). 1–55. https://doi.org/10.1080/10705519909540118.Suche in Google Scholar

Huang, Changqin, Yaxin Tu, Tao He, Zhongmei Han & Xuemei Wu. 2024. Longitudinal exploration of online learning burnout: The role of social support and cognitive engagement. European Journal of Psychology of Education 39(1). 361–388. https://doi.org/10.1007/s10212-023-00693-6.Suche in Google Scholar

Jahedizadeh, Safoura, Afsaneh Ghanizadeh & Zargham Ghapanchi. 2015. A Cross-contextual analysis of EFL students’ burnout with respect to their gender and educational level. International Journal of English and Education 4(3). 10–22.Suche in Google Scholar

Kacetl, Jaroslav & Blanka Klímová. 2019. Use of smartphone applications in English language learning: A challenge for foreign language education. Education Sciences 9(3). 1–9. https://doi.org/10.3390/educsci9030179.Suche in Google Scholar

Kasperski, Ronen & Ina Blau. 2023. Social capital in high-schools: Teacher-student relationships within an online social network and their association with in-class interactions and learning. Interactive Learning Environments 31(2). 955–971. https://doi.org/10.1080/10494820.2020.1815220.Suche in Google Scholar

Kim, Boram, Sooin Jee, Joungwha Lee, Sunghee An & Sang Min Lee. 2018. Relationships between social support and student burnout: A meta‐analytic approach. Stress and Health 34(1). 127–134. https://doi.org/10.1002/smi.2771.Suche in Google Scholar

Klimova, Blanka. 2018. Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies 23. 1091–1099. https://doi.org/10.1007/s10639-017-9655-5.Suche in Google Scholar

Lai, Keke & Samuel B. Green. 2016. The problem with having two watches: Assessment of fit when RMSEA and CFI disagree. Multivariate Behavioral Research 51(2-3). 220–239. https://doi.org/10.1080/00273171.2015.1134306.Suche in Google Scholar

Lei, Hao, Yunhuo Cui & Ming Ming Chiu. 2016. Affective teacher-student relationships and students’ externalizing behavior problems: A meta-analysis. Frontiers in Psychology 7. 1311. https://doi.org/10.3389/fpsyg.2016.01311.Suche in Google Scholar

Lei, Hao, Yunhuo Cui & Ming Ming Chiu. 2018. The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology 8. 2288. https://doi.org/10.3389/fpsyg.2017.02288.Suche in Google Scholar

Li, Ling, Haiyin Gao & Yanhua Xu. 2020. The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education 159. 104001. https://doi.org/10.1016/j.compedu.2020.104001.Suche in Google Scholar

Li, Shunyu, Mengmeng Xu, Yuxuan Zhang & Xiaotong Wang. 2023. The more academic burnout students got, the more problematic mobile phone use they suffered? A meta-analysis of mainland Chinese adolescents and young adults. Frontiers in Psychology 13. 1084424. https://doi.org/10.3389/fpsyg.2022.1084424.Suche in Google Scholar

Li, Chengchen, Lawrence Jun Zhang & Guiying Jiang. 2024. Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development 45(4). 906–920. https://doi.org/10.1080/01434632.2021.1931246.Suche in Google Scholar

Lin, Shanyan, Sofia Mastrokoukou & Claudio Longobardi. 2023. Social relationships and social media addiction among adolescents: Variable-centered and person-centered approaches. Computers in Human Behavior 47. 107840. https://doi.org/10.1016/j.chb.2023.107840.Suche in Google Scholar

Linzer, Mark & Eileen Harwood. 2018. Gendered expectations: Do they contribute to high burnout among female physicians? Journal of General Internal Medicine 33. 963–965. https://doi.org/10.1007/s11606-018-4330-0.Suche in Google Scholar

Liu, Wang, Jie Mei, Lili Tian & E. Scott Huebner. 2015. Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicators Research 125(3). 1065–1083. https://doi.org/10.1007/s11205-015-0873-1.Suche in Google Scholar

Liu, Pei Pei, Mandy Savitz-Romer, John Perella, Nancy E. Hill & Belle Liang. 2018. Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology 54. 281–296. https://doi.org/10.1016/j.cedpsych.2018.07.005.Suche in Google Scholar

Liu, Honggang, Yuchen Zhong, Huaruo Chen & Ying Wang. 2025. The mediating roles of resilience and motivation in the relationship between students’ English learning burnout and engagement: A conservation-of-resources perspective. International Review of Applied Linguistics in Language Teaching 63. 1453–1475. https://doi.org/10.1515/iral-2023-0089.Suche in Google Scholar

Ljubin-Golub, Tajana, Majda Rijavec & Diana Olčar. 2020. Student flow and burnout: The role of teacher autonomy support and student autonomous motivation. Psychological Studies 65(2). 145–156. https://doi.org/10.1007/s12646-019-00539-6.Suche in Google Scholar

Lytton, Hugh & David M. Romney. 1991. Parents’ differential socialization of boys and girls: A meta-analysis. Psychological Bulletin 109(2). 267–296. https://doi.org/10.1037/0033-2909.109.2.267.Suche in Google Scholar

Ma, Lihong, Xiaofeng Du & Jian Liu. 2020. Mediating role of motivation on the effects of teacher-student relationships on foreign language achievement. Porta Linguarum(1). 129–144.10.30827/portalin.vi33.26641Suche in Google Scholar

Ma, Lihong, Jian Liu & Banban Li. 2022. The association between teacher-student relationship and academic achievement: The moderating effect of parental involvement. Psychology in the Schools 59(2). 281–296. https://doi.org/10.1002/pits.22608.Suche in Google Scholar

Ma, Lihong, Lixueqing Liu & Jian Liu. 2024. Mediation of enjoyment and burnout in the link between teacher-student relationships and foreign language achievement and its gender difference. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2418353.Suche in Google Scholar

Ma, Lihong, Leifeng Xiao, Ning Liu & Jian Liu. 2023. Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships. Language Teaching Research. 13621688231217026. https://doi.org/10.1177/13621688231217026.Suche in Google Scholar

Mainhard, Tim, Sophie Oudman, Lisette Hornstra, Roel J. Bosker & Thomas Goetz. 2018. Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction 53. 109–119. https://doi.org/10.1016/j.learninstruc.2017.07.011.Suche in Google Scholar

Morales Rodríguez, Francisco Manuel, José Miguel Giménez Lozano, Pablo Linares Mingorance & José Manuel Pérez-Mármol. 2020. Influence of smartphone use on emotional, cognitive and educational dimensions in university students. Sustainability 12(16). 6646. https://doi.org/10.3390/su12166646.Suche in Google Scholar

Nayak, Jogendra Kumar. 2018. Relationship among smartphone usage, addiction, academic performance and the moderating role of gender: A study of higher education students in India. Computers & Education 123. 164–173. https://doi.org/10.1016/j.compedu.2018.05.007.Suche in Google Scholar

O’Connor, Karen, Deirdre Muller Neff & Steve Pitman. 2018. Burnout in mental health professionals: A systematic review and meta-analysis of prevalence and determinants. European Psychiatry 53. 74–99. https://doi.org/10.1016/j.eurpsy.2018.06.003.Suche in Google Scholar

Park, Jae-Chun, Sunggeun Kim & Hwansoo Lee. 2020. Effect of work-related smartphone use after work on job burnout: Moderating effect of social support and organizational politics. Computers in Human Behavior 105. 106194. https://doi.org/10.1016/j.chb.2019.106194.Suche in Google Scholar

Peng, Bingzhuan. 2023. Analysis on the relationships of smartphone addiction, learning engagement, depression, and anxiety: Evidence from China. Iranian Journal of Public Health 52(11). 2333–2342. https://doi.org/10.18502/ijph.v52i11.14033.Suche in Google Scholar

Pekrun, Reinhard. 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18. 315–341. https://doi.org/10.1007/s10648-006-9029-9.Suche in Google Scholar

Quin, Daniel. 2017. Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research 87(2). 345–387. https://doi.org/10.3102/0034654316669434.Suche in Google Scholar

Romano, Luciano, Giacomo Angelini, Piermarco Consiglio & Caterina Fiorilli. 2021. The effect of students’ perception of teachers’ emotional support on school burnout dimensions: Longitudinal findings. International Journal of Environmental Research and Public Health 18(4). 1–15. https://doi.org/10.3390/ijerph18041922.Suche in Google Scholar

Romano, Luciano, Xin Tang, Lauri Hietajärvi, Katariina Salmela-Aro & Caterina Fiorilli. 2020. Students’ trait emotional intelligence and perceived teacher emotional support in preventing burnout: The moderating role of academic anxiety. International Journal of Environmental Research and Public Health 17(13). 1–15. https://doi.org/10.3390/ijerph17134771.Suche in Google Scholar

Rosenberg, Hananel, Yaakov Ophir & Christa S. C. Asterhan. 2018. A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war. Teaching and Teacher Education 73. 35–42. https://doi.org/10.1016/j.tate.2018.03.011.Suche in Google Scholar

Rotondi, Valentina, Luca Stanca & Miriam Tomasuolo. 2017. Connecting alone: Smartphone use, quality of social interactions and well-being. Journal of Economic Psychology 63. 17–26. https://doi.org/10.1016/j.joep.2017.09.001.Suche in Google Scholar

Şad, Süleyman Nihat, Niyazi Özer, Ümit Yakar & Fatih Öztürk. 2022. Mobile or hostile? Using smartphones in learning English as a foreign language. Computer Assisted Language Learning 35(5-6). 1031–1057. https://doi.org/10.1080/09588221.2020.1770292.Suche in Google Scholar

Shi, Zifu, Jinliang Guan, Huohong Chen, Chengzhen Liu, Jing Ma & Zhihao Zhou. 2023. Teacher-student relationships and smartphone addiction: The roles of achievement goal orientation and psychological resilience. Current Psychology 42(20). 17074–17086. https://doi.org/10.1007/s12144-022-02902-9.Suche in Google Scholar

Song, Lili, Runfeng Luo & Qiqi Zhan. 2022. Toward the role of teacher caring and teacher-student rapport in predicting English as a foreign language learners’ willingness to communicate in second language. Frontiers in Psychology 13. 874522. https://doi.org/10.3389/fpsyg.2022.874522.Suche in Google Scholar

Ulmanen, Sanna, Pihla Rautanen, Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. 2023. How do teacher support trajectories influence primary and lower-secondary school students’ study well-being. Frontiers in Psychology 14. 1142469. https://doi.org/10.3389/fpsyg.2023.1142469.Suche in Google Scholar

Wang, Meishu & Jie Hu. 2022. Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions. Frontiers in Psychology 13. 959461. https://doi.org/10.3389/fpsyg.2022.959461.Suche in Google Scholar

Wang, Hui, Anqi Peng & Meagan M. Patterson. 2021. The roles of class social climate, language mindset, and emotions in predicting willingness to communicate in a foreign language. System 99. 102529. https://doi.org/10.1016/j.system.2021.102529.Suche in Google Scholar

Wang, Xingchao, Yuran Qiao & Shiyin Wang. 2023. Parental phubbing, problematic smartphone use, and adolescents’ learning burnout: A cross-lagged panel analysis. Journal of Affective Disorders 320. 442–449. https://doi.org/10.1016/j.jad.2022.09.163.Suche in Google Scholar

Wu, Wangjiao, Yabing Wang & Ruifang Huang. 2023. Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout. System 117. 103096. https://doi.org/10.1016/j.system.2023.103096.Suche in Google Scholar

Yeung, Nelson, Winnie Wing Sze Mak & Louis K. L. Cheung. 2015. Conformity to the emotional-control masculine norm and psychological well-being among Chinese men in Hong Kong: The mediating role of stress appraisal for expressing tender emotions. Psychology of Men & Masculinity 16(3). 304–311. https://doi.org/10.1037/a0038578.Suche in Google Scholar

Yu, Xiaoxiao, Yabing Wang & Fangsong Liu. 2022. Language learning motivation and burnout among English as a foreign language undergraduates: The moderating role of maladaptive emotion regulation strategies. Frontiers in Psychology 13. 876203. https://doi.org/10.3389/fpsyg.2022.808118.Suche in Google Scholar

Zhang, Yiwen, Yiqun Gan & Heining Cham. 2007. Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences 43(6). 1529–1540. https://doi.org/10.1016/j.paid.2007.04.010.Suche in Google Scholar

Zhang, Changhong, Ge Li, Zhaoya Fan, Xiaojun Tang & Fan Zhang. 2021a. Psychological capital mediates the relationship between problematic smartphone use and learning burnout in Chinese medical undergraduates and postgraduates: A cross-sectional study. Frontiers in Psychology 12. 600352. https://doi.org/10.3389/fpsyg.2021.600352.Suche in Google Scholar

Zhang, Jia-Yu, Tao Shu, Ming Xiang & Zhan-Chun Feng. 2021b. Learning burnout: Evaluating the role of social support in medical students. Frontiers in Psychology 12. 625506. https://doi.org/10.3389/fpsyg.2021.625506.Suche in Google Scholar

Zhou, Da, Jinqing Liu, Guizhen Ye, Ting Wang, Xiaogang Xia & Jian Liu. 2022. Relationships among problematic smartphone use, mathematics achievement, teacher–student relationships, and subjective well-being: Results from a large-scale survey in China. Behavioral Sciences 12(454). 1–15. https://doi.org/10.3390/bs12110454.Suche in Google Scholar
Received: 2024-02-16
Accepted: 2024-11-29
Published Online: 2025-01-06
Published in Print: 2025-07-28

© 2024 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
https://doi.org/10.1515/applirev-2024-0054
Schlagwörter für diesen Artikel
teacher-student rapport; smartphone addiction; burnout; gender difference

Artikel in diesem Heft

  1. Frontmatter
  2. Review Article
  3. The application of social network analysis in applied linguistics research: a systematic review
  4. Research Articles
  5. The neoliberal coloniality of EMI in Hong Kong higher education: insights from online stancetaking
  6. Unpacking fluid linguistic landscape in a community coffeehouse in Hangzhou, East China: an everyday life perspective
  7. Translanguaging in public and digital spaces: integrating telecollaboration to linguistic landscapes studies
  8. Investigating the relationships of writing behaviours to linguistic complexity and accuracy in independent and integrated writing task performance
  9. Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions
  10. Modality of input and factors affecting incidental vocabulary learning: reading, listening, and viewing with captions
  11. Blurred lines of participation: nexus analytical tools for reflecting on the roles of researchers and participants in change-oriented research projects
  12. The contribution of second language writers’ translanguaging ability to their information-based academic writing ability
  13. Translanguaging in the linguistic landscape: creative scripts in Yi ethnicity students’ handwritten signs
  14. Playing with funds of difficult knowledge: interactional insights for heritage language education
  15. Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
  16. Transnational media and English spread in the Expanding Circle: Hollywood’s predominance, language accommodation, and English as an additional language in cinema, television, and video on demand
  17. Translingual practices for critical language awareness in English as an additional language writing education
  18. Multilingualism, translanguaging, and education in the Vaupés, Northwest Amazonia: dynamics of language use, and language loss
  19. Moderation of teacher-student rapport in the link between smartphone addiction and foreign language burnout and its gender difference
  20. The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
  21. Exploring EFL learner resilience and examining its association with L2 buoyancy and language achievement
Jetzt anmelden und 20% sparen
Institutioneller Zugang
Wie funktioniert Authentifizierung?
Haben Sie eine Idee, wie wir unsere Website verbessern können?
Bitte schreiben Sie uns.
© 2025 De Gruyter Brill
Heruntergeladen am 18.9.2025 von https://www.degruyterbrill.com/document/doi/10.1515/applirev-2024-0054/html
Button zum nach oben scrollen