Association between Teaching Satisfaction and Learning Burnout among Students at a Medical University in Xinjiang: Statistical Indirect Effect of Self-directed Learning Ability

Corresponding author: wangjuan, 15160991696@163.com

DOI: 10.12201/bmr.202610.00059

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  Abstract: Objective To examine the associations of teaching satisfaction and self-directed learning ability with learning burnout among students at Xinjiang Medical University, and to assess the statistical indirect effect of self-directed learning ability. Methods A cross-sectional questionnaire survey was conducted among 594 students at Xinjiang Medical University from April to June 2025. Pearson correlation analysis, hierarchical multiple linear regression, and bootstrap analysis were performed. HC3 robust standard errors were used in the regression models, with adjustment for sex, ethnicity, grade, household registration, only-child status, daily study time, after-class assignment time, and perceived learning pressure. Results The mean scores for teaching satisfaction, self-directed learning ability, and learning burnout were 48.70 ± 9.41, 105.69 ± 16.70, and 55.01 ± 10.96, respectively. Teaching satisfaction and self-directed learning ability were both negatively correlated with learning burnout (r = ?0.312 and ?0.642, respectively; both P < 0.001). The final model explained 44.9% of the variance in learning burnout. Self-directed learning ability was negatively associated with learning burnout (β = ?0.637, P < 0.001), whereas the direct effect of teaching satisfaction was not statistically significant (β = 0.032, P = 0.478). The standardized indirect effect of teaching satisfaction on learning burnout through self-directed learning ability was ?0.340 (bootstrap 95% confidence interval: ?0.410 to ?0.273). Conclusion Self-directed learning ability was strongly and negatively associated with learning burnout and may represent an important statistical pathway linking teaching satisfaction to learning burnout.

  Key words: medical students; teaching satisfaction; learning burnout; self-directed learning ability; indirect effect; ; ; ; ; ; ; 

  Submit time: 26 October 2026

  Copyright: The copyright holder for this preprint is the author/funder, who has granted biomedRxiv a license to display the preprint in perpetuity.
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