ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1504097
A Study of the Improvement of Academic Burnout of Students with Different Learning Styles by Teacher-Student Collaborative Assessment (TSCA)
Provisionally accepted
- Jilin Medical University, Jilin, China
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Academic burnout has become a pressing concern in higher education, especially in the context of increasing online learning. This study aimed to explore the effectiveness of the Teacher-Student Collaborative Assessment (TSCA) model in alleviating academic burnout among college students with different learning styles. A quasi-experimental design was applied to two undergraduate classes (n = 85) from Jilin Medical University, using the Kolb Learning Style Inventory to categorize students into adaptive, assimilative, divergent, and convergent types. Academic burnout was measured at the beginning and end of a 3-month TSCA-based course using a validated burnout questionnaire. The results showed that students with adaptive and divergent learning styles experienced a statistically significant reduction in burnout levels (P < 0.05), while those with assimilative and convergent styles did not (P > 0.05). These findings suggest that the TSCA model may be particularly effective for specific learner types in reducing academic burnout and improving engagement in online education. The study provides practical insights for personalized teaching interventions and online course design.
Keywords: Teacher-Student Cooperative Assessment (TSCA), Academic burnout, learning style, Teaching reform, Student health
Received: 07 Oct 2024; Accepted: 13 Jun 2025.
Copyright: © 2025 Yong, ge, wu, zhou and zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jiang Yong, Jilin Medical University, Jilin, China
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