Abstract

A survey was conducted among 2226 adolescents (Learning burnout: M = 2.517, SD = 0.718; Creative tendency: M = 3.544, SD = 0.441; Learning motivation: M = 3.854, SD = 0.777) using the Middle School Student Learning Burnout Questionnaire, the Williams Creative Tendency Test, and the Student Learning Motivation Questionnaire. The results revealed that: Firstly, learning burnout was significantly negatively correlated with creative tendency. Secondly, learning motivation was significantly positively correlated with creative tendency. Thirdly, learning burnout was significantly negatively correlated with learning motivation. Fourthly, learning motivation fully mediated the relationship between learning burnout and creative tendency. Fifthly, school type moderated the first half of the mediation path (i.e., the relationship between learning burnout and learning motivation). Compared to county-level schools, provincial/municipal-level schools were more susceptible to the negative impact of learning burnout on learning motivation. Furthermore, as learning burnout increased, students in township schools consistently exhibited the lowest level of learning motivation among the three school types, and the mediating effect had the strongest impact on this group.

Keywords: Learning burnout, Learning motivation, Creative tendency, Adolescents