Purpose

This paper aims to assess the relationship between academic burnout-student engagement relationships on management students of the Delhi-NCR region of Northern India. It further attempts to study the moderating impact of internal locus of control and mediating impact of loneliness on the academic burnout-student engagement relationship.

Design/methodology/approach

The data was collected using standardized instruments from 264 respondents. Descriptive statistics, correlation and moderated-mediated regression analysis were used to test the hypotheses.

Findings

The study found a negative association between student engagement and academic burnout and loneliness. A positive association between academic burnout and loneliness and a moderating impact of internal locus of control on academic burnout and student engagement relationship. Loneliness acted as a partial mediator for the moderated relationship between the academic burnout-student engagement relationship.

Research limitations/implications

Sample size and sampling units are the limitations of the study.

Practical implications

The conclusion of the presented study offers different inferences including validating the self-determination theory (Ryan and Deci, 2000) and possible courses of actions to be taken by academic institutions and students themselves. It ranges from careful investigation of student’s behaviors, design and implements collaborative projects along with student’s involvement in social networking based groups for collaborations and help.

Social implications

With the help of the study, the society including parents, family, friends, officials and academicians at educational institutions can offer useful insights to students through recreational and social activities for behavior modifications.

Originality/value

The major contribution of the study is to understand the psyche of the budding professionals perceiving increased stress and pressure. Limited studies are found in the Indian context and no studies in the past have used the study variables together. Internal locus of control as a personality variable has not been studied with respect to student’s burnout and engagement. Furthermore, none of the studies done in the past have deliberated upon loneliness with respect to the student community.

中文翻译：

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学业倦怠和学生参与：内部控制点和孤独感的调节中介模型

目的

本文旨在评估印度北部德里-NCR 地区管理专业学生的学术倦怠-学生参与关系之间的关系。进一步尝试研究内部控制点的调节作用和孤独感对学业倦怠-学生参与关系的中介作用。

设计/方法/方法

数据是使用来自 264 名受访者的标准化工具收集的。描述性统计、相关性和适度介导的回归分析用于检验假设。

发现

该研究发现，学生参与度与学业倦怠和孤独感之间存在负相关。学业倦怠和孤独感之间的正相关以及内部控制点对学业倦怠和学生参与关系的调节影响。孤独在学术倦怠-学生参与关系之间的调节关系中起到了部分中介作用。

研究限制/影响

样本量和抽样单位是本研究的局限性。

实际影响

本研究的结论提供了不同的推论，包括验证自决理论（Ryan 和 Deci，2000）以及学术机构和学生自己可能采取的行动方案。它的范围从仔细调查学生的行为、设计和实施协作项目以及学生参与基于社交网络的团体进行协作和帮助。

社会影响

在研究的帮助下，包括家长、家人、朋友、官员和教育机构院士在内的社会可以通过娱乐和社交活动为学生提供有益的见解，以改变行为。

原创性/价值

该研究的主要贡献是了解崭露头角的专业人士感受到压力和压力增加的心理。在印度背景下发现的研究有限，过去没有研究将研究变量一起使用。内部控制点作为人格变量尚未就学生的倦怠和参与进行研究。此外，过去所做的研究都没有考虑过学生社区的孤独感。