Social support in class and learning burnout among Chinese EFL learners in higher education: Are academic buoyancy and class level important?
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-04778-9.pdf
Reference98 articles.
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2. Ahmed Shafi, A., Hatley, J., Middleton, T., Millican, R., & Templeton, S. (2018). The role of assessment feedback in developing academic buoyancy. Assessment & Evaluation in Higher Education, 43(3), 415–427. https://doi.org/10.1080/02602938.2017.1356265
3. Amelia, R. N. (2022). Literature review of academic burnout. American Research Journal of Humanities & Social Science, 5(02), 6–13.
4. Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of managerial psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115
5. Bostwick, K. C., Martin, A. J., Collie, R. J., Burns, E. C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology. https://doi.org/10.1037/edu0000753
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