How academic motivation and self-efficacy predict learning burnout: an empirical study of senior English majors in Chinese independent colleges.

When the three academic motivation subdimensions (IM, EM, amotivation) were added in Model 2, the overall model became highly significant, F (4, 59) = 7.315, p < 0.001, accounting for 33.2% of the variance in learning burnout ( R 2 = 0.332, adjusted R 2 = 0.286), with a significant incremental ΔR 2 = 0.310 ( p < 0.001) compared to Model 1.

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Specifically, amotivation emerged as a significant positive predictor of learning burnout ( B = 0.164, SE = 0.032, β = 0.457, 95% CI [0.101, 0.227]), while IM and EM did not reach statistical significance.

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