Current Status, Influencing Factors and Intervention Paths of College Students’ Academic Burnout from the Perspective of Positive Education

Abstract

Against the backdrop of popularized higher education and intensified academic competition, academic burnout among college students has become a critical issue impairing learning engagement and mental health. From a positive education perspective, this study adopts questionnaire surveys to conduct statistical analysis on 150 valid samples. The results reveal that the overall average score of college students’ academic burnout lands at the medium level of the measurement scale, with close scores across three dimensions: emotional exhaustion, improper learning behaviors and low personal accomplishment. Academic stress exhibits a significantly positive correlation with academic burnout and serves as a prominent positive predictor in the regression model. However, the expected negative predictive effects of individuals’ positive psychological resources, school-based positive educational support and family social support are not supported by sample data. Academic burnout levels differ significantly across groups with varying academic stress, and students under high academic stress report markedly higher burnout than those under moderate and low stress. Based on empirical findings and students’ intervention demands, this study proposes prevention and intervention approaches covering individual, school, family and social dimensions. This research concludes that interventions targeting college students’ academic burnout should directly start with mitigating academic stress. Meanwhile, universities must improve the matching degree, accessibility and practical transformation efficiency of positive educational resources.