Integrating conservation of resources theory and students’ approaches to learning, we consider the relationship between emotional exhaustion and self-efficacy as a within- person resource loss process that is explained via deep and surface learning strategies. Using an experiential sampling design, weekly diary data were collected from undergraduate students as they engaged in a learning task (i.e., tutorial participation). With 414 usable responses from 107 students, our results indicated that emotional exhaustion was negatively related to deep learning strategy and positively related to surface learning strategy at the within-person level. In turn, deep learning strategy was positively, whereas surface learning was negatively related to self-efficacy. Mediation analyses indicated that the learning strategies explained the effect of emotional exhaustion on self-efficacy. We contribute to theory by highlighting behavioral strategies as underlying mechanisms that can explain how the depletion of resources (emotional exhaustion) can fuel further resource loss (reduced self-efficacy). We also contribute practically by emphasizing potential points of intervention to break downward spirals of resource loss.

中文翻译：

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情绪疲惫和自我效能降低：深度学习和表面学习策略的中介作用

将资源保护理论与学生的学习方法相结合，我们将情绪衰竭和自我效能之间的关系视为一种人际资源损失过程，这是通过深度和表面学习策略来解释的。使用经验抽样设计，从大学生从事学习任务（即参加辅导）的过程中收集每周日记数据。在107名学生中414项可用的回答中，我们的结果表明，在人际层面上，情绪疲惫与深度学习策略呈负相关，与表面学习策略呈正相关。反过来，深度学习策略是积极的，而表面学习则与自我效能感负相关。中介分析表明，学习策略解释了情绪衰竭对自我效能的影响。我们通过强调行为策略作为基础机制来为理论做出贡献，这些行为机制可以解释资源枯竭（情绪耗竭）如何加剧资源损失（自我效能降低）。我们还通过强调潜在的干预手段来打破资源损失的螺旋式下降而做出实际贡献。