This study examines the relationship between boredom, self-efficacy, and learning burnout among non-English major college students in an English class at a normal university in Lanzhou. Utilizing questionnaires on classroom boredom, learning burnout, and academic self-efficacy, the findings reveal moderate levels of classroom boredom, particularly concerning satisfaction and challenge. Learning burnout is generally above average, especially regarding diminished personal accomplishment. Self-efficacy is also at a moderate level. Analysis indicates that classroom boredom positively correlates with learning burnout and negatively with self-efficacy, while self-efficacy negatively correlates with learning burnout. Mediation analysis shows that self-efficacy partially mediates the relationship between classroom boredom and learning burnout.

Chen Rui. Boredom and Learning Burnout in English Classroom of College Students: The Mediating Role of Self-efficacy. Frontiers in Educational Research(2025), Vol. 8, Issue 3: 160-167. https://doi.org/10.25236/FER.2025.080325.

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