Available via license: CC BY 4.0
Content may be subject to copyright.
Estado de la Investigación y los Puntos Calientes del Agotamiento en el Aprendizaje:
Un Análisis de Visualización Basado en CiteSpace
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535
doi: 10.56294/sctconf20251535
Review
The Research Status and Hotspots of Learning Burnout: A Visualization Analysis
Based on CiteSpace
Lu Wenli1 , Mohamad Abdillah Royo1 , Aede Hatib Musta’amal1 , Wang Xueli2
© 2025; Los autores. Este es un artículo en acceso abierto, distribuido bajo los términos de una licencia Creative Commons (https://
creativecommons.org/licenses/by/4.0) que permite el uso, distribución y reproducción en cualquier medio siempre que la obra original
sea correctamente citada
1Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia, Johor Baharu, Malaysia.
2Faculty of Human Development, Universiti Pendidikan Sultan ldris, Tanjong Malim, Malaysia.
Cite as: Wenli L, Abdillah Royo M, Musta’amal AH, Xueli W. The Research Status and Hotspots of Learning Burnout: A Visualization Analysis
Based on CiteSpace. Salud, Ciencia y Tecnología - Serie de Conferencias. 2025; 4:1535. https://doi.org/10.56294/sctconf20251535
Submittedd: 23-08-2024 Rev ised: 08-12-2024 Accepted: 17-02-2025 Published: 18-02-2025
Editor: Prof. Dr. William Castillo-González
Corresponding author: Mohamad Abdillah Royo
ABSTRACT
Introduction: recent years have seen a surge in research on learning burnout, encompassing all levels of
education from compulsory to higher education.
Objective: the study aims to map the research status, hotspots, and emerging trends of learning burnout
using CiteSpace, oering insights into key areas of focus and future research directions.
Method: the study employs CiteSpace, a visual analysis tool, to systematically analyze the literature on
learning burnout.
Results: the analysis shows a steady increase in the volume of literature on learning burnout, with a
signicant surge in research after 2019. This uptick is attributed to shifts in educational policies and the
rise of online learning. Although a core group of authors in this eld is still developing, key contributors,
especially from Europe and Asia, have signicantly advanced the eld. The most highly cited literature
was published in the journal Annals of Internal Medicine. The keyword co-occurrence mapping reects the
broader eld of research in the literature related to learning burnout, keyword clustering analysis indicated
that current research hotspots are mainly focused on the conceptual denition and structural dimensions
of learning burnout, inuencing factors and mechanisms of action, intervention and prevention strategies,
consequences of eects, and related research areas.
Conclusions: future research on learning burnout should focus on deepening the exploration of its inuencing
factors, intervention strategies, and long-term eects, while fostering interdisciplinary collaboration to
rene theoretical frameworks and improve practical interventions.
Keywords: Learning Burnout; Bibliometrics; CiteSpace; Content Analysis Methodology.
RESUMEN
Introducción: en los últimos años, ha habido un aumento en la investigación sobre el agotamiento
relacionado con el aprendizaje, que abarca todos los niveles educativos, desde la educación obligatoria
hasta la educación superior.
Objetivo: el estudio tiene como objetivo mapear el estado de la investigación, los temas de interés y las
tendencias emergentes del agotamiento en el aprendizaje utilizando CiteSpace, ofreciendo perspectivas
sobre las áreas clave de enfoque y las direcciones futuras de investigación.
Método: el estudio emplea CiteSpace, una herramienta de análisis visual, para analizar de manera sistemática
la literatura sobre el agotamiento en el aprendizaje.
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535 2
https://doi.org/10.56294/sctconf20251535
INTRODUCTION
The term “learning burnout” is used to denote a state of negativity in attitude and behavior exhibited
by students. Prolonged exposure to pressure in the learning environment, or a waning interest in learning,
can result in a marked decline in enthusiasm for learning tasks, a reduction in self-ecacy, and a sense
of confusion regarding future prospects.(1) The concept of learning burnout rst emerged in the context of
the workplace, where practitioners may experience emotional exhaustion and apathy due to excessive work
pressure. Subsequently, scholars observed that a similar phenomenon exists among the student population.(2)
Lian Rong et al. posited that learning burnout is predominantly inuenced by external environmental factors
and individual characteristics, and that prolonged burnout not only diminishes learning commitment but also
adversely impacts an individual’s psychological well-being and career progression.(3) Consequently, there is a
pressing need for in-depth research to elucidate the mechanisms underlying learning burnout and to formulate
eective intervention strategies for educational practice.
Recent years have seen a surge in research on learning burnout, encompassing all levels of education
from compulsory to higher education. To comprehensively map the evolution of this research domain, this
study employs the bibliometric software CiteSpace, integrating content analysis to systematically visualize
and analyze relevant studies from 2004 to 2025. This approach aims to elucidate the contemporary status of
research on learning burnout, discern its developmental trends, and identify research gaps. The ndings of
this study are expected to provide both theoretical underpinnings and practical guidance to future research
endeavours.
METHOD
Data Sources
In the present paper, the Web of Science Core Collection was utilized as the source database. In order
to ensure the precision and authority of the analyzed results, the paper further limited the search to the
Science Citation Index Expanded (SCI-EXPANDED) 1996-present and Social Sciences Citation Index (SSCI)1982-
present. The search terms were TS=(“learning burnout” OR “academic burnout” OR “student burnout” OR
“school burnout”).(2) The selected time span was 2004-2025, and the search was conducted on 31 January 2025,
obtaining a total of 858 eligible documents. In order to enhance the credibility and authority of the research
results, non-academic papers such as non-English documents, retracted publications, early access, meeting
abstracts, editorial materials, letters, and corrections were excluded. In addition, proceeding papers were
excluded, resulting in the nal dataset comprising 751 valid documents. This comprehensive dataset was then
subjected to knowledge graph analysis, yielding a detailed investigation into the advancement of research and
the identication of areas of concern pertaining to learning burnout (refer to the screening details outlined in
Figure 2 for further insights).
Research Tools
The CiteSpace information visualization software tool was rst mentioned in the Proceedings of the National
Academy of Sciences (PNAS) in 2004 by Professor Chaomei Chen, a Chinese scientist from Drexel University. The
Resultados: el análisis muestra un aumento constante en el volumen de literatura sobre el agotamiento
relacionado con el aprendizaje, con un repunte signicativo en la investigación después de 2019. Este
aumento se atribuye a los cambios en las políticas educativas y al auge del aprendizaje en línea. Aunque aún
se está desarrollando un grupo central de autores en este campo, los contribuyentes clave, especialmente
de Europa y Asia, han avanzado signicativamente en la disciplina. La literatura más citada fue publicada
en la revista Annals of Internal Medicine. El mapeo de co-ocurrencia de palabras clave reeja el campo más
amplio de investigación relacionado con el agotamiento en el aprendizaje, y el análisis de agrupamiento
de palabras clave indicó que los temas de investigación actuales se centran principalmente en la denición
conceptual y las dimensiones estructurales del agotamiento en el aprendizaje, los factores inuyentes y los
mecanismos de acción, las estrategias de intervención y prevención, las consecuencias de los efectos y las
áreas de investigación relacionadas.
Conclusiones: la investigación futura sobre el agotamiento en el aprendizaje debería centrarse en profundizar
en la exploración de sus factores inuyentes, estrategias de intervención y efectos a largo plazo, mientras
fomenta la colaboración interdisciplinaria para renar los marcos teóricos y mejorar las intervenciones
prácticas.
Palabras clave: Agotamiento en el Aprendizaje; Bibliometría; CiteSpace; Metodología de Análisis de
Contenido.
3 Wenli L, et al.
https://doi.org/10.56294/sctconf20251535
software combines the Java language foundation and citation analysis theory, and is a powerful information
visualization tool with the advantages of simplicity, science, eectiveness and aesthetics.(4) CiteSpace is able
to visually depict the current status, hotspots and development trends of research in a specic eld by clearly
and intuitively displaying node sizes and network connectivity. Consequently, CiteSpace has rapidly garnered
signicant attention and utilization by researchers both domestically and internationally.
Figure 1. PRISMA ow diagram
The software has been continuously improved and promoted, and as a result, it is now used in many dierent
disciplines, including library intelligence, economics, management and medicine. It has become one of the
main tools for conducting citation analysis and knowledge graph construction.(5,6)
This study adopts the CiteSpace v.6.4.R1 version, which combines multi-dimensional data such as keyword
analysis, publishing authors, publishing institutions, etc. to visualize the current status and hotspots of research
in the eld of learning burnout. The software assists researchers in identifying the intrinsic connections between
disciplinary development and the potential direction of future research by constructing a knowledge map that
reveals potential relationships such as evolution and crossover between knowledge communities in the research
area.(7)
RESULTS AND DISCUSSION
Analysis of Research Status of Learning Burnout
Annual Distribution of Literature
Since the 21st century, research on learning burnout has steadily increased. From 2004 to 2010, publications
were limited, with fewer than 10 per year, indicating the early stage of the eld. Between 2011 and 2018,
research grew slowly, reaching 23 articles in 2015 and 33 in 2018, likely due to growing attention to students'
mental health. The most signicant growth occurred from 2019 to 2024, with publications rising from 47 in
2019 to 129 in 2024. The accelerated growth during this phase may be attributable to the following factor: The
shift towards a greater emphasis on students’ mental health in educational policies has prompted researchers
to direct their attention towards the issue of learning burnout. Changes in the social environment, such as the
adoption of online learning during the epidemic, have the potential to exacerbate student burnout, thereby
prompting a surge in related research.
Analysis of Authors of Publications
The status of core authorship can be viewed as an indicator of the development trend of the research eld,
and can also be used to assess the status of scientic research activities in the eld.(8) Price’s law is a signicant
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535 4
https://doi.org/10.56294/sctconf20251535
index for analysing core authors in bibliometrics, calculated by the formula M=0,749√Nmax,(9) where Nmax is
the number of papers of the most prolic authors, M is the number of papers, and the authors with the number
of papers above M are designated as core authors. It has been determined that the number of papers of the
authors with the most publications is 59. Substituting Nmax = 59 into the formula, it is found that the value
of M is 5,75, which means that the authors with 6 or more publications can be regarded as core authors. The
13 core authors are as follows: Salmela-Aro, Katariina; Lee, Sang Min; Fincham, Frank D; May, Ross W; Aunola,
Kaisa; Seibert, Gregory S; Kiuru, Noona; Upadyaya, Katja; Hietajarvi, Lauri; Chang, Eunbi; Tuominen, Heta;
Aypay, Ayse; Nurmi, Jari-Erik, with a total of 175 papers (23 %). Price’s Law stipulates that the proportion of
papers authored by core contributors should amount to no less than 50 % of the total number of papers in the
eld. Consequently, the study of learning burnout has not yet established a core group of authors, and there is
a paucity of long-term and sustained attention to learning burnout.
Figure 2. Annual Trends in Publications in the Learning Burnout Research Literature
The author collaboration graph is illustrated in gure 3. The size of the nodes in the graph is indicative of
the number of documents published by the authors; the larger the nodes, the greater the number of documents
published by the authors. The connecting lines represent the cooperation between the authors, and the
thickness of the connecting lines indicates the intensity of the cooperation between the authors. The author
cooperation map reveals a total of 489 nodes, 755 connecting lines, and a density of 0,0063. It is evident that
only a limited number of authors exhibit multiple co-existing relationships, indicating an absence of discernible
community within the eld of learning burnout research. The majority of authors exhibit cooperation with only
three other individuals, with a limited number engaging with four or more. The scope of cooperation remains
restricted, predominantly within the same institution, suggesting that research on learning burnout remains
predominantly solitary. This nding suggests that the study of learning burnout remains in the initial phase of
development, characterised by a “single-player” approach.
Figure 3. Distribution of research institutions
5 Wenli L, et al.
https://doi.org/10.56294/sctconf20251535
Analysis of Research Institutions
Firstly, with regard to the number of publications from research institutions, the University of Helsinki, the
University of Jyvaskyla and Korea University are in the top three, indicating that these three universities are
leaders in the eld of learning burnout research. This nding is largely consistent with the majority of the core
author units, suggesting that these institutions have assembled a group of experts and scholars who specialize
in the study of learning burnout. The research institution with the largest number of articles is the University
of Helsinki, with 70 articles, and the earliest articles appeared in 2010, indicating that this university has an
important founding role in learning burnout research.
The years of rst publication for the University of Jyvaskyla and Korea University are 2008 and 2010
respectively, indicating that these two universities have also paid much attention to burnout research in recent
years. The geographical distribution of research institutions indicates a notable concentration of high-yield
institutions in Europe and Asia, including prominent institutions such as the University of Helsinki in Finland,
Beijing Normal University in China, and Korea University in South Korea. These institutions have demonstrated
signicant research contributions in related elds. In contrast, there is a paucity of research institutions in the
African and Latin American regions, resulting in an underdeveloped research capacity. The mapping reveals
a dispersed research institution distribution, characterised by a lack of interconnectedness, suggesting the
absence of a cohesive network of collaborative research activities. The core institutions, namely the University
of California System, the University of Jyvaskyla, and Korea University, exhibit a pattern of independent
research. The data demonstrate that N=353, E=411, Density=0,0066, indicating that research is predominantly
conducted in a manner of “self-initiated and self-initiated”, that the level of inter-institutional collaboration
remains limited, and that the research institution cooperation network is relatively unstructured. In the future,
cross-institutional cooperation can be further strengthened to enhance the overall impact of the research.
Figure 4. Mapping of collaborative network of learning burnout research organisations
Analysis of Highly Cited Literature
Table 1 shows the top eight papers with citation frequency for research on learning burnout, along with
specic information. With regard to the time of publication, the earliest paper was published in 2007, with
the latest published in 2014. There are six papers published prior to 2010, indicating that the study of learning
burnout has accumulated fruitful experience in the early research. With regard to the journal sources, the
document that has been cited most frequently was published in Annals of Internal Medicine, with a high
citation count of 961. This nding indicates that this journal exerts a high degree of academic inuence and
authority in the eld of research related to burnout. As a leading international medical journal, Annals of
Internal Medicine disseminates research ndings encompassing not only the clinical domain of medicine, but
also medical education, burnout, and associated subjects. Consequently, the highly cited papers in this journal
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535 6
https://doi.org/10.56294/sctconf20251535
reect the high level of attention paid to the issue of burnout in the medical education community, especially
the impact on the medical student population. With regard to citation frequency, it is noteworthy that all of the
articles have been cited in excess of 360 times, with the top ve papers having been cited as many as 440 times
and more. Notably, Salmela-Aro’s contributions, specically her three articles, have received an exceptional
level of attention, with a total citation frequency of 927 times, highlighting her seminal work in the eld of
learning burnout.(10,11,12)
Table 1. Highly Cited Papers in Learning Burnout Research (Top 8)
No. Author Year Title Journal Citations
1 Dyrbye,LN 2008 Burnout and suicidal ideation among US medical
students
Annals of Internal
Medicine 961
2 Salmela-Aro, K 2009 School Burnout Inventory (SBI) Reliability and Validity
European Journal
of Psychological
Assessment
446
3 Salmela-Aro, K 2014 School burnout and engagement in the context of
demands-resources model
British Journal
of Educational
Psychology
267
4 Cole, MS 2012 Job Burnout and Employee Engagement: A Meta-
Analytic Examination of Construct Proliferation
Journal of
Management 267
5 Dyrbye, LN 2009 The learning environment and medical student
burnout: a multicentre study Medical Education 265
6 Brazeau, CMLR 2010 Relationships Between Medical Student Burnout,
Empathy, and Professionalism Climate Academic Medicine 248
7Zhang, YW 2007
Perfectionism, academic burnout and engagement
among Chinese college students: A structural
equation modeling analysis
Personality
and Individual
Dierences
221
8 Salmela-Aro, K 2009
Depressive Symptoms and School Burnout During
Adolescence: Evidence from Two Cross-lagged
Longitudinal Studies
Journal of Youth and
Adolescence 214
Analysis of Hotspots of Learning Burnout
Keyword Co-occurrence Analysis
The article undertaked a frequency analysis of keywords and selects the eight most frequently occurring
ones. The analysis revealed that engagement was the most frequently occurring keyword, appearing 229
times. This was followed by school burnout, which occurred 228 times, academic burnout (213 times), stress
(190 times), achievement (106 times), students (102 times), performance (101 times), university students (95
times), and so on.
Among them, the top three in terms of centrality are “academic achievement” at 0,35, followed by
“depression” and “motivation” at 0,21 and 0,2 respectively. Furthermore, keywords such as engagement,
school burnout and academic burnout have higher frequency and lower centrality, which can be an important
entry point for future research on academic burnout. The analysis of keyword co-occurrence mapping reveals
the extensive scope of the research eld concerning learning burnout, encompassing a range of issues including
academic engagement, academic performance, job demands, and more. This comprehensive research not
only investigates athlete burnout and mental health, but also explores subjects related to learning, such as
adolescence, college students, and university students (gure 5).
Keyword Cluster Analysis
Cluster analysis of high-frequency keywords using log-likelihood ratio (LLR) yielded a cluster mapping (gure 6).
The module value Q= 0,7548 is signicant for the clustering structure, and the average prole value S=0,907
is ecient and credible for clustering. The following clusters were obtained: #0 academic burnout, #1 medical
education, #2 achievement goals, #3 school engagement, #4 university students, #5 school burnout, #6 PTSD,
#7 academic engagement, #8 physical tness, #9 dispositional mindfulness, #10 academic performance, etc.
The present study focuses on the following areas of research related to academic burnout by scholars:
Conceptualization and structural dimensions of academic burnout
The notion of academic burnout (AB) was initially introduced and extensively utilized in early research,
with a predominant focus on students’ experiences of burnout within academic settings. The concept of school
burnout extends the focus from narrowly dened academic tasks to the broader school context, encompassing a
more holistic experience of burnout in students’ school lives. Salmela-Aro and other scholars noted in 2009 that
school burnout reects students’ negative attitudes towards and experiences of the entire school environment,
including academics, social interaction, and school organisation.(10) Researchers have continued to explore
7 Wenli L, et al.
https://doi.org/10.56294/sctconf20251535
the structural dimensions of academic burnout and have attempted to integrate the concepts of academic
burnout and school burnout.In a meta-analysis of the relationship between social support and student burnout
published by Kim et al. in 2018, the ndings emphasised the signicant impact of school environment factors
(e.g. teacher support) on student burnout, although academic burnout remained the main focus in terms of
the object of study and the choice of scales.(13) Iuga and David’s meta-analysis on emotion regulation and
academic burnout, published in 2024, further conrmed the validity of the multidimensional structural model
of academic burnout and emphasised that future research should focus on the relationship between context-
specic emotion regulation strategies and academic burnout.(14) These studies serve to consolidate the status of
the classical three-dimensional model of academic burnout, whilst simultaneously underscoring the signicance
of research into school burnout and the necessity to integrate the two concepts.
Figure 5. Co-occurrence mapping of keywords in learning burnout research
Figure 6. Clustering mapping of hotspots in learning burnout research
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535 8
https://doi.org/10.56294/sctconf20251535
Inuential factors and mechanisms of learning burnout
The exploration of the inuencing factors of learning burnout and its mechanism of action is pivotal to
achieving a comprehensive understanding of the issue and implementing eective interventions. Over the
past two decades, research in this domain has evolved from a focus on single factors to a more nuanced
consideration of multidimensional interactions. Research has gradually delved into the mechanism of interaction
between intrinsic factors within individuals and external environmental factors. Campillo et al.’s 2024 study
explored the relationship between burnout and informal peer-assisted learning among medical students,
revealing the unique stressors faced by the medical student population and emphasising the protective role of
environmental factors in college students’ burnout, providing a new perspective for understanding burnout in
college students.(15) In addition to environmental factors, mental health issues have also received increasing
attention from researchers. Liu et al.’s study, published in 2024, explored the relationship between parent-child
stress and adolescent academic burnout and examined the chain-mediated role of mental health symptoms
and positive psychological traits. The study revealed the mediating mechanism of mental health symptoms in
the development of academic burnout, suggesting that mental health problems may be an important bridge
between environmental stress and academic burnout.(16) The impact of post-traumatic stress disorder (PTSD)
on academic burnout has gradually become an important topic as mental health research continues to deepen.
Research ndings have indicated that students who have experienced psychological trauma are more prone to
manifesting symptoms of academic burnout in comparison to those who have not suered from such trauma.
Zhang et al. (2024) investigated the longitudinal relationship between adolescents’ natural connection,
depressive symptoms and academic burnout from the perspective of natural connection. The ndings indicated
that nature connection can function as a positive resource, mitigating depressive symptoms and consequently
reducing the occurrence of academic burnout in adolescents.(17) For students who have experienced trauma, the
trauma itself may have depleted a signicant amount of psychological resources, making them more susceptible
to stressors and thus exhibiting academic burnout.
Intervention and Prevention Strategies for Academic Burnout
Academic engagement is regarded as one of the important factors in reducing academic burnout. With the
evolution of educational concepts, scholars have come to recognize that students’ active participation behavior
plays a pivotal role in preventing burnout. By enhancing students’ intrinsic motivation and independent learning,
it has been found that students are able to maintain a high level of engagement and resilience in the face of
academic challenges, thus alleviating academic burnout.(18) The relationship between school engagement and
the impact of the school environment and culture on students’ academic burnout had been highlighted by
Liu et al. (2025), who also emphasized that school support and positive teacher-student relationships had
a signicant positive impact on students’ academic engagement, especially at the secondary school level,
where students’ academic burnout was eectively alleviated.(19) Mindfulness Intervention (MI), an emerging
psychological intervention, has garnered signicant attention for its potential in reducing academic burnout.
Zhang et al.’s study demonstrated that mindfulness training can enhance students’ emotional regulation and
stress resistance, thereby mitigating burnout.(17) The advent of the concept of Dispositional Mindfulness has
prompted researchers to shift their focus towards the relationship between individual positive mindfulness traits
and academic burnout. This has resulted in a paradigm shift towards comprehensive intervention strategies that
incorporate individual-level and school-level interventions to prevent and reduce academic burnout in a more
holistic manner.(20)
The consequences of learning burnout and associated research domains
Preliminary research on the consequences of learning burnout centered on its direct negative eects on
academic performance, including reduced learning eciency, diminished motivation and declining academic
achievement. Subsequently, with the increased focus on students’ overall development and career planning,
researchers have begun to explore the long-term consequences of learning burnout from a longitudinal
perspective, such as the potential negative eects on psychological well-being (elevated risk of anxiety
and depression) and on subsequent career development. Moreover, the phenomenon of burnout has been
demonstrated to be associated with a multitude of factors, including physical health, social adjustment, and the
development of interpersonal relationships. Consequently, an increasing number of studies are examining this
issue from a multidisciplinary perspective, drawing upon disciplines such as education, medicine, psychology,
and sociology. The problem of learning burnout is particularly prominent in the eld of medical education, and
studies have shown that medical students are prone to burnout in high-pressure learning environments, which
not only aects their academic performance but also may have long-term eects on their career development.
(21) Moderate physical activity has been demonstrated to enhance students’ mental resilience and overall well-
being, thereby mitigating the occurrence of burnout. This nding underscores the ecacy of physical activity
as a means to alleviate learning burnout. Cheung (2019) study found that students who participated in physical
activity had signicantly lower levels of burnout than those who did not, which suggests that physical activity
9 Wenli L, et al.
https://doi.org/10.56294/sctconf20251535
can be used as a positive coping resource to help students reduce stress and increase mental toughness, thereby
reducing the risk of burnout.(22) Academic burnout exerts a substantial negative inuence on students’ academic
outcomes. Aker and Şahin conducted a study with 1st to 3rd year matriculated students in medical schools by
using questionnaires and Structural Equation Modelling (SEM) analysis. The study demonstrated that academic
burnout directly aects the students’ learning eciency and academic performance, and that school belonging
indirectly aects academic performance by decreasing school burnout and by increasing students’ school
belonging. The reduction of academic burnout by increasing students’ sense of belonging is an eective way to
improve academic performance.(23)
CONCLUSIONS
Despite the fact that research on learning burnout has been ongoing for the past two decades, the eld
remains in the exploratory stage. There is a paucity of interdisciplinary collaboration within the discipline,
which hinders the development and renement of the theoretical framework in this area. Future research
should concentrate on the systematic study of the inuencing factors, intervention strategies, and long-term
consequences of learning burnout. At the same time, it should adopt a multidisciplinary perspective, construct
a robust theoretical framework, and enhance practical intervention measures.
REFERENCES
1. Li C, Zhang LJ, Jiang G. Conceptualization and measurement of foreign language learning burnout among
Chinese EFL students. Journal of Multilingual and Multicultural Development [Internet]. 2024 Apr 20;45(4):906-
20. Available from: https://doi.org/10.1080/01434632.20 21.1931246
2. Tang L, Zhang F, Yin R, Fan Z. Eect of interventions on learning burnout: a systematic review and meta-
analysis. Frontiers in Psychology [Internet]. 2021 Feb 26;12:645662. Available from: https://doi.org/10.3389/
fpsyg.2021.645662
3. Lian, R., Yang, L. X., Wu, L. H. Relationship between professional commitment and learning burnout of
undergrauates and scales developing. Acta Psychologica Sinica [Internet]. 2005, 37(5): 632-636. Available from:
https://www.cnki.net
4. Jiang P, Ruan X, Feng Z, Jiang Y, Xiong B. Research on Online Collaborative Problem-Solving in the Last
10 Years: Current Status, Hotspots, and Outlook—A Knowledge Graph Analysis Based on CiteSpace. Mathematics
[Internet]. 2023 May 18;11(10):2353. Available from: https://doi.org/10.3390/math11102353
5. Chu WW, Haz NR, Mohamad UA, Ashamuddin H, Tho SW. A review of STEM education with the support
of visualizing its structure through the CiteSpace software. International Journal of Technology and Design
Education [Internet]. 2023 Mar;33(1):39-61. Available from: https://doi.org/10.1007/s10798-022-09728-3
6. Jin D, Jian M. Research hotspots and development trends of model and modelling education research:
Bibliometric analysis based on CiteSpace. Heliyon [Internet]. 2024 Jun 15;10(11). Available from: https://doi.
org/10.1016/j.heliyon.2024.e32590
7. Yang R, Yuan Q, Zhang W, Cai H, Wu Y. Application of Articial Intelligence in rehabilitation science: A
scientometric investigation Utilizing Citespace. SLAS technology [Internet]. 2024 Aug 1;29(4):100162. Available
from: https://doi.org/10.1016/j.slast.2024.100162
8. Qiu J, Ma R. A CSSCl-Based Bibliometric Study of Library, lnformation and Archive Management. Journal
of Library Science in China [Internet]. 2006 Jan;(01):24-9. Available from: https://doi.org/10.13530/j.cnki.
jlis.2006.01.004
9. Chang K, Liu Y, Che Z, Xiong F, Luo H, Zhang J. Visual Analysis of Pediatric Diarrhea Treated with
Traditional Chinese Medicine Based on Citespace. MEDS Chinese Medicine [Internet]. 2023 Dec 29;5(10):178-91.
Available from: https://doi.org/10.23977/medcm.2023.051025
10. Salmela-Aro K, Kiuru N, Leskinen E, Nurmi JE. School burnout inventory (SBI) reliability and validity.
European Journal of Psychological Assessment [Internet]. 2009 Jan;25(1):48-57. Available from: https://doi.
org/10.1027/1015-5759.25.1.48
11. Salmela-Aro K, Savolainen H, Holopainen L. Depressive symptoms and school burnout during adolescence:
Evidence from two cross-lagged longitudinal studies. Journal of youth and adolescence [Internet]. 2009
Salud, Ciencia y Tecnología – Serie de Conferencias. 2025; 4:1535 10
https://doi.org/10.56294/sctconf20251535
Nov;38:1316-27. Available from: https://doi.org/10.1007/s1096 4-008-9334-3
12. Salmela-Aro K, Upadyaya K. School burnout and engagement in the context of demand-resources
model. British journal of educational psychology [Internet]. 2014 Mar; 84(1): 137-51. Available from: https://
doi.org/10.1111/bjep.12018
13. Kim B, Jee S, Lee J, An S, Lee SM. Relationships between social support and student burnout: A
meta-analytic approach. Stress and Health [Internet]. 2018 Feb;34(1): 127-34. Available from: https://doi.
org/10.1002/smi.2771
14. Iuga IA, David OA. Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis.
Educational Psychology Review [Internet]. 2024 Dec;36(4):106. Available from: https://doi.org/10.1007/
s10648-024-09930-w
15. Campillo P, de Arellano FR, Gómez IC, Jiménez N, Boada-Grau J, Rojas LV. Addressing medical student
burnout through informal peer-assisted learning: a correlational analysis. BMC Medical Education [Internet].
2024 Apr 26;24(1):460. Available from: https://doi.org/10.1186/s12909-024-05419-w
16. Liu C, She X, Lan L, Wang H, Wang M, Abbey C, Singh MK, Rozelle S, Tong L. Parenting stress and
adolescent academic burnout: the chain mediating role of mental health symptoms and positive psychological
traits. Current Psychology [Internet]. 2024 Feb;43(8):7643-7654. Available from: https://doi.org/10.1007/
s12144-023-04961-y
17. Zhang R, Chen H, Liu L, Wang F, Yang Z. Unraveling the longitudinal relationships between connectedness
to nature, depressive symptoms, and learning burnout in adolescents. Journal of Adolescence [Internet]. 2024
Apr 15. Available from: https://doi.org/10.1002/jad.12330
18. Salmela-Aro K. Dark and bright sides of thriving–school burnout and engagement in the Finnish context.
European Journal of Developmental Psychology [Internet]. 2017 May 4;14(3): 337-49. Available from: https://
doi.org/10.1080/17405629.2016.1207517
19. Liu XH, Lei L, Zheng YL, Deng Y, Chen JJ. Alleviating learning burnout of Chinese middle school students
by school-based mindfulness training: The mediating role of psychological resilience. PSYCHOLOGY IN THE
SCHOOLS [Internet]. 2025;42(9):1340-1352. Available from: https://doi.org/10.1002/pits.23101
20. Liu W, Zhang R, Wang H, Rule A, Wang M, Abbey C, et al. Association between anxiety, depression
symptoms, and academic burnout among Chinese students: the mediating role of resilience and self-ecacy.
BMC Psychol [Internet]. 2024;12(1):335. Available from: https://doi.org/10.1186/s40359-024-01823-5
21. Yu W, Yang S, Chen M, Zhu Y, Meng Q, Yao W, Bu J. School psychological environment and learning burnout
in medical students: mediating roles of school identity and collective self-esteem. Frontiers in psychology
[Internet]. 2022 Jun 2;13:851912. Available from: https://doi.org/10.3389/fpsyg.2022.851912
22. Cheung P, Li C. Physical activity and mental toughness as antecedents of academic burnout among
school students: A latent prole approach. International journal of environmental research and public health
[Internet]. 2019 Jun;16(11):2024. Available from: https://doi.org/10.3390/ijerph16112024
23. Aker S, Şahin MK. The relationship between school burnout, sense of school belonging and academic
achievement in preclinical medical students. Advances in Health Sciences Education [Internet]. 2022
Oct;27(4):949-63.Available from: https://doi.org/10.1007/s10459-022-10121-x
FINANCING
None.
CONFLICT OF INTEREST
None.
AUTHORSHIP CONTRIBUTION
Conceptualization: Lu Wenli, Mohamad Abdillah Royo, Aede Hatib Musta’amal, Wang Xueli.
Research: Lu Wenli, Mohamad Abdillah Royo, Aede Hatib Musta’amal, Wang Xueli.
11 Wenli L, et al.
https://doi.org/10.56294/sctconf20251535
Methodology: Lu Wenli, Mohamad Abdillah Royo, Aede Hatib Musta’amal, Wang Xueli.
Drafting - original draft: Lu Wenli, Mohamad Abdillah Royo, Aede Hatib Musta’amal, Wang Xueli.
Writing - proofreading and editing: Lu Wenli, Mohamad Abdillah Royo, Aede Hatib Musta’amal, Wang Xueli.
