Psychological capital and learning burnout in college students: The mediating role of coping styles

Fangfang Liu; Fan Xu; Yelan Zhang; Jifan Zou; Yutong Ma; Rong Meng

doi:10.2224/sbp.14234

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Published: Jan 15, 2025

DOI: https://doi.org/10.2224/sbp.14234

Issue: Vol. 53 No. 1 (2025)

Keywords:

psychological capital, learning burnout, coping styles, college students

Article Highlights

This study found negative correlations between learning burnout and psychological capital, and between positive coping and learning burnout.

There was a positive correlation between negative coping and learning burnout.

Coping styles and psychological capital influenced learning burnout, with the former variable playing a partial mediating role between psychological capital and learning burnout.

The results of our study provide effective suggestions for the prevention and intervention of learning burnout in college students.

Fangfang Liu

School of Arts, Southwest Minzu University

Fan Xu

Department of Evidence Based Medicine and Social Medicine, School of Public Health, Chengdu Medical College

Yelan Zhang

School of Tourism and History Culture, Southwest Minzu University

Jifan Zou

School of Arts, Southwest Minzu University

Yutong Ma

School of Tourism and History Culture, Southwest Minzu University

Rong Meng

Department of Evidence Based Medicine and Social Medicine, School of Public Health, Chengdu Medical College

Cite this article: Liu, F., Xu, F., Zhang, Y., Zou, J., Ma, Y., & Meng, R. (2025). Psychological capital and learning burnout in college students: The mediating role of coping styles. Social Behavior and Personality: An international journal, 53(1), e14234.

Abstract

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This study explored the mediating effect of coping styles in the relationship between psychological capital and learning burnout. We used a cluster sampling method to recruit 647 college students, who completed the Psychological Capital Scale, the Learning Burnout Scale, and the Chinese Trait Coping Style Questionnaire. Linear regression analysis was used to explore the role of positive coping and negative coping, and a bootstrapping analysis was used to verify the mediation effect. The results showed that there were negative correlations between learning burnout and psychological capital, and between positive coping and learning burnout, and that there was a positive correlation between negative coping and learning burnout. In sum, positive coping and negative coping were partial mediators of the relationship between psychological capital and learning burnout. Implications of the findings are discussed.

As society develops and science and technology advance, college students are under increasing pressure as future talent suppliers. Studies have shown that college students under long-term learning pressure show withdrawal behaviors; are unwilling to invest time and energy in reaching their learning goals; and experience emotional, attitudinal, and physical exhaustion (Kent et al., 2022). Learning burnout refers to a psychological phenomenon in which students’ energy is exhausted due to long-term schoolwork pressure and burden; as a result, their enthusiasm for schoolwork and activities is reduced, their relationship with classmates becomes cold and distant, and they hold a negative attitude toward their studies (Q. Wang et al., 2022). Learning burnout can create anxiety, depression, insomnia, and negative emotions (Kulsoom & Afsar, 2015; Waghachavare et al., 2013). Some studies have also shown that learning burnout contributes to unhealthy behaviors (e.g., smoking; X. Li et al., 2022). Therefore, exploring the factors related to college students’ learning burnout is necessary if it is to be ameliorated.

A key factor in this study was psychological capital (PsyCap), which acts as a protective factor against psychological distress, such as depressive symptoms (Zhou et al., 2017). It refers to the sum of individual positive psychological resources, including self-efficacy, hope, optimism, and resilience (Luthans et al., 2007), each of which can be measured (Carter & Youssef‐Morgan, 2019). Resilience is the positive mental ability to recover from failure and adversity and move toward success (S. Wang et al., 2023). Optimism is a positive way of explaining the self-attribution of success (Mao et al., 2021). Self-efficacy is a positive belief in a person’s capacity to complete challenging tasks. Finally, hope is a positive state that directs an individual’s will toward a desired goal and sets them on the path to success. The higher a person’s PsyCap, the stronger is their ability to deal with psychological distress.

However, in the face of stress, coping mechanisms are necessary. Coping mechanisms are individual cognitive and behavioral strategies used to master, reduce, or tolerate internal and external demands in stressful situations (Folkman & Moskowitz, 2004). They may be positive or negative (Lau et al., 2016). Positive coping, which is often associated with problem-solving behaviors and effective emotional regulation, focuses on taking constructive action to change stressful situations. Individuals who frequently adopt positive coping styles do not view risks, needs, and opportunities as potential threats, harm, or losses but as personal challenges that create room for growth. Stress is, therefore, regarded as positive (Schwarzer & Knoll, 2003). By contrast, negative coping is a passive style that centers on negative evaluations and emotional expression, the avoidance of stressful situations, and social isolation. People who adopt negative coping styles tend to exhibit distorted thinking, negative evaluations, and inappropriate self-evaluations, such as feeling powerless to solve problems. They minimize distress by focusing on negative thoughts (e.g., rumination) and attempting to escape stressful situations through avoidance, denial, and wishful thinking (Ding et al., 2015). Positive coping is the opposite of negative coping.

In combination with the aforementioned literature, we contend that high self-efficacy enables individuals to believe that they have the capacity to deal with challenges (Fryer et al., 2022). They are thereby more prone to adopt positive coping styles, such as problem solving and seeking support. Low self-efficacy might cause individuals to evade problems or have a sense of helplessness, and can result in them adopting negative coping styles, such as avoidance and self-reproach. Optimistic individuals tend to believe that things will evolve favorably, so they are more proactive and adopt constructive coping strategies when confronted with difficulties (Smorti, 2012). People with high levels of hope are capable of setting distinct goals, believe they can discover a means to achieve them, and are intrinsically motivated to pursue those goals. High resilience enables individuals to recover rapidly and forge ahead when encountering difficulties, and increases the tendency to adopt positive coping strategies (Okechukwu et al., 2022). Hence, individuals with high PsyCap are inclined to adopt positive coping styles (Wu et al., 2020), such as formulating plans, seeking assistance, and actively resolving problems. These approaches assist in alleviating learning pressure, enhancing learning efficiency and effectiveness, boosting self-efficacy and sense of achievement, and reducing the risk of learning burnout (Gibbons, 2010). If individuals possess low PsyCap, they may adopt more negative coping styles (Ding et al., 2015), such as avoiding problems, self-blaming, and negative evasion. These methods may result in the accumulation of learning pressure, the ineffective resolution of the problem, and the escalation of negative emotions, thereby exacerbating learning burnout.

Several studies have shown that PsyCap, coping style, and burnout are pair-to-pair related (J. Li et al., 2022; Thompson et al., 2016; Y. Wang et al., 2020; Zhou et al., 2017), but the functional relationship and influencing mechanism of the three variables should be explored in further empirical research. PsyCap is viewed as a positive mentality, whereas burnout is a negative state that gradually develops due to the use of ineffective coping strategies (Lazarus, 1993; Montero-Marin et al., 2014); thus, coping styles may play an important role in the development of learning burnout. This study explored the relationship between PsyCap and learning burnout and investigated whether coping styles mediate this impact. We proposed the following hypotheses:

Hypothesis 1: Psychological capital will be negatively related to learning burnout.

Hypothesis 2: Psychological capital will be positively related to positive coping and negatively related to negative coping.

Hypothesis 3: Coping styles will mediate the relationship between psychological capital and burnout.

Method

Participants and Procedure

This study was approved by the Medical and Health Research Ethics Committee of Southwest Minzu University and conducted in accordance with the Declaration of Helsinki. Participants provided written informed consent. We distributed 647 questionnaires among freshman to senior college students at a university in Chengdu, China. All were returned (100%), one invalid questionnaire was excluded, and the remaining 646 questionnaires were retained, for an effective rate of return of 99.84%. Participants’ mean age was 20.58 years (SD = 1.62, range = 17–24). The sample comprised 216 men (33.44%) and 430 women (66.56%).

Measures

Psychological Capital

We used the Chinese version (Zhang et al., 2010) of the Psychological Capital Questionnaire (Luthans et al., 2010) to measure PsyCap. It comprises 26 items divided across four subscales: self-efficacy (seven items), hope (seven items), resilience (six items), and optimism (six items). Items are rated on a 7-point Likert scale (1 = strongly disagree to 7 = strongly agree). Total scores represent the summed scores on the four dimensions, with higher scores indicating higher PsyCap. Cronbach’s alpha in this study was .94, indicating good internal consistency reliability.

Learning Burnout

We assessed learning burnout with the Learning Burnout Scale for College Students (Lian et al., 2005). The scale has 20 items divided across three dimensions: depression (eight items), improper behavior (six items), and low sense of achievement (six items). Items are rated on a 5-point Likert scale ranging from 1 (definitely no) to 5 (definitely yes). The higher the total score, the higher the degree of academic burnout. Cronbach’s alpha in this study was .87, indicating good internal consistency reliability.

Coping Styles

We used the Chinese Trait Coping Style Questionnaire (Luo & Wang, 2009) to measure positive and negative coping styles. Each dimension consists of 10 items rated on a 5-point Likert scale ranging from 1 (definitely no) to 5 (definitely yes). The higher the one-dimensional score, the more inclined the individual is to adopt this kind of coping style (Shao et al., 2020). Cronbach’s alpha in this study was .88, indicating good internal consistency reliability.

Data Analysis

We used Stata 16 to analyze the data, calculate descriptive statistics, and conduct t tests and analyses of variance. Pearson correlation analysis was used to explore the relationships between PsyCap, coping styles, and learning burnout. The mediating effect was assessed with stepwise linear regression analysis and deviation-corrected percentile bootstrapping; significance was set at p < .05.

Results

Common Method Bias

We used Harman’s one-factor test to check for common method bias (Wen et al., 2004). The results of an exploratory factor analysis showed that there were 10 factors with feature roots greater than 1, and the variance explanation rate of the first factor was 31.93%, which is lower than the critical value of 40%. Thus, there was no significant common method bias in this study.

Psychological Capital, Learning Burnout, and Coping Styles

As Table 1 shows, men had statistically significantly higher PsyCap scores than women did, learning burnout scores were significantly different across the different grades, and there were no statistically significant differences between positive and negative coping.

Table 1. Participants’ Demographic Information and Descriptive Statistics for Study Variables

Note. PsyCap = psychological capital.

Psychological Capital, Coping Styles, and Learning Burnout

Table 2 shows the results of the Pearson correlation analysis. Psychological capital, coping styles, and learning burnout were significantly correlated in the expected directions, supporting our hypotheses.

Table 2. Correlations Between Psychological Capital, Coping Styles, and Learning Burnout

Note. *** p < .001.

Regression Analysis and Mediation Test

The results of t tests and analyses of variance showed a statistically significant difference between gender and grade levels in terms of PsyCap and learning burnout. Thus, we included gender and grade as control variables in the establishment of a hierarchical regression model, and the regression analysis was conducted successively. After controlling for both demographic variables, PsyCap was found to be negatively correlated with learning burnout. When positive coping was added to the regression model, the regression coefficient of PsyCap decreased, with the absolute value changing from β = −.206 to β = −.187, as shown in Table 3. The result of a bootstrapping test showed the indirect effect of PsyCap on learning burnout through active coping was −0.019, bootstrapped 95% confidence interval (CI) [−0.036, −0.003] (see Table 4). When negative coping was added to the regression model, the regression coefficient of PsyCap decreased from β = −.206 to β = −.183, as shown in Table 5, The indirect effect of PsyCap on learning burnout through negative coping was −0.023, 95% CI [−0.033, −0.013] (see Table 6). Therefore, positive coping and negative coping were partial mediators of the link between PsyCap and learning burnout (see Figure 1).

Table 3. Regression Analysis Results for Learning Burnout, Psychological Capital, and Positive Coping

Note. *** p < .001.

Table 4. Bootstrapped Mediation Effect of Positive Coping on the Relationship Between Psychological Capital and Learning Burnout

Note. CI = confidence interval; LL = lower limit; UL = upper limit.

Table 5. Regression Analysis Results for Learning Burnout, Psychological Capital, and Negative Coping

Note. * p < .05. *** p < .001.

Table 6. Bootstrapped Mediation Effect of Negative Coping on the Relationship Between Psychological Capital and Learning Burnout

Note. CI = confidence interval; LL = lower limit; UL = upper limit.

Figure 1. The Mediating Effect of Positive (A) and Negative (B) Coping on the Relationship Between Psychological Capital and Learning Burnout

Note. a = the effect of psychological capital on positive coping; b = the effect of positive coping on learning burnout; c = the total effect of psychological capital on learning burnout; c1 = the direct effect of psychological capital on learning burnout; e = the effect of psychological capital on negative coping; f = the effect of negative coping on learning burnout; c2 = the direct effect of psychological capital on learning burnout.

To better understand how PsyCap affects learning burnout through coping styles, we conducted a hierarchical regression analysis for each dimension of learning burnout. These supplementary results are available on request from the corresponding author. In brief, the results show that positive coping was a partial mediator of the relationships between resilience, depression, and improper behavior, and of the relationship between self-efficacy and improper behavior. Further, negative coping moderated the relationships between resilience and depression, improper behavior, and low sense of achievement, along with the relationships between hope, optimism, improper behavior, and low sense of achievement.

Discussion

Theoretical Implications

This study investigated the mediating role of coping styles in the relationship between college students’ PsyCap and learning burnout. Learning burnout scores were found to be higher among college students in lower, compared to higher, grades. It may be that upon entering university, freshmen experience challenges in adapting to college life, but over time they learn to adapt better. Depression scores were lower among men than among women. This may be because women have been found to exhibit a greater capacity for emotional expression than their male counterparts do (McConatha et al., 1997). Freshmen also had higher improper behavior and lower sense of achievement scores compared to students from higher grades. There are several possible reasons for this finding. For example, freshman may not have fully adapted to college study and life, resulting in improper behavior, which, in turn, leads to burnout. Further, freshmen are in the process of exploring college learning, and they do not receive the same kinds of academic rewards or awards that are allocated in other years.

We found a negative correlation between learning burnout and PsyCap, which is consistent with the findings in Yu et al.’s (2021) study. Students with high PsyCap facing learning burnout remained optimistic. As a result, when they encountered difficulties, they were more inclined to overcome them. Positive coping was negatively correlated with learning burnout, while negative coping was positively correlated with learning burnout. These findings echo those of Ádám et al. (2014). Coping styles are a means of reducing or tolerating pressure based on personal cognitive and behavioral strategies. The analysis of mediating effects revealed that PsyCap not only directly affected learning burnout but also had an indirect effect through coping styles. Ding et al. (2015) came to similar conclusions. We also found that resilience and optimism were predictors of positive coping, while self-efficacy and hope were predictors of negative coping. This is in line with L. Li and He’s (2011) study.

Practical Implications

First, educational institutions should develop and implement comprehensive psychological interventions for students. For instance, organizing psychological lectures, enriching campus community activities, providing social support, and encouraging participation in interest groups like associations would help to mitigate academic burnout. Second, we recommend the use of counseling and training to teach students effective coping strategies, such as time management, problem solving, emotional regulation, and scenario drills, combined with the cultivation of PsyCap to enhance students’ ability to cope with learning pressure. Third, counselors and mental health professionals can offer personalized counseling programs based on students’ PsyCap levels to assist them in identifying appropriate coping strategies and effectively reducing academic burnout. Fourth, governmental education departments can establish corresponding policies and initiatives to encourage higher education institutions to prioritize PsyCap development in mental health education. This will enhance societal awareness of mental health issues while promoting support for student mental health education to reduce instances of academic burnout. Finally, family and community units can provide additional support and resources to help students understand that change is an integral part of life, so that they learn to accept and adapt to the new environment when they begin higher education.

Limitations and Future Research Directions

This study has limitations. First, the results are based on a sample of adolescents in one city (Sichuan, China), which limits their generalizability. Future studies could investigate other demographic groups and populations. Second, our use of a cross-sectional research design prevents us from drawing causal inferences. Future researchers could conduct longitudinal or experimental studies to establish causality.

Conclusion

Coping styles and PsyCap were found to influence learning burnout, with the former variable playing a partial mediating role in the link between PsyCap and learning burnout. These findings may help university staff and researchers better understand the mechanism of the relationships between coping styles, PsyCap, and learning burnout, thereby helping to reduce learning burnout in college students.

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