Medical Students' Achievement Emotions, Learning Strategies, and Burnout in Emergency Online Learning

• In Event: Exploring Learning, Evaluation, and Assessment in Professions Education

Abstract

The emergency online learning increased the prevalence of burnout among medical students. Research has shown that difficulties caused by the sudden shift to online learning largely affected students achievement emotions and online self-regulated learning strategies. However, the pathway of how learning-related emotions might affect students' learning strategies and burnout syndrome is unclear. Therefore, this study investigated the structural relationship between these elements through Structural Equation Modelling (SEM). The results suggested boredom could positively predict the occurrence of burnout. In addiction, anxiety, as an negative learning-related emotion, is positively correlated to the adoption of online self-regulated learning strategies. This study presents suggestions to further investigate the role of learning-related anxiety in the online learning context.

Authors

• Zilu Wang, University of Hong Kong
  Presenting Author

• Binbin Zheng, Uniformed Services University of the Health Sciences
  Presenting Author