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<p>This study examined the longitudinal effects of teacher–student relationships on academic burnout in elementary school students and the mediating role of academic self-efficacy. Data were drawn from the Gyeongnam Education Longitudinal Study (2021–2023) and included 2957 students from Grades 4 to 6. Using a longitudinal panel design, latent growth modeling with mediation analysis was conducted to examine developmental changes and indirect pathways over time. Results showed that teacher–student relationships and academic self-efficacy increased across the three years, while academic burnout also increased. Higher initial levels of teacher–student relationships predicted higher academic self-efficacy and lower academic burnout. In addition, growth in teacher–student relationships was associated with increases in academic self-efficacy and decreases in academic burnout, with academic self-efficacy mediating this relationship. These findings underscore the importance of supportive teacher–student relationships and academic self-efficacy in promoting students’ motivation and psychological well-being.</p>

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The relationship between teacher-student relationships and academic burnout: the longitudinal mediating role of academic self-efficacy

  • 期刊论文

  • 发表日期：

    2026年3月1日

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  • Dayoung Kwon

摘要

This study examined the longitudinal effects of teacher–student relationships on academic burnout in elementary school students and the mediating role of academic self-efficacy. Data were drawn from the Gyeongnam Education Longitudinal Study (2021–2023) and included 2957 students from Grades 4 to 6. Using a longitudinal panel design, latent growth modeling with mediation analysis was conducted to examine developmental changes and indirect pathways over time. Results showed that teacher–student relationships and academic self-efficacy increased across the three years, while academic burnout also increased. Higher initial levels of teacher–student relationships predicted higher academic self-efficacy and lower academic burnout. In addition, growth in teacher–student relationships was associated with increases in academic self-efficacy and decreases in academic burnout, with academic self-efficacy mediating this relationship. These findings underscore the importance of supportive teacher–student relationships and academic self-efficacy in promoting students’ motivation and psychological well-being.