Relationships between students’ attributions in chemistry and chemistry learning burnout: the chain mediating roles of chemistry self-efficacy and chemistry learning engagement

Chemistry is frequently perceived as a challenging discipline, placing students at high risk of learning burnout, which significantly undermines their academic performance and well-being. However, a few studies have integrated behavioral (learning engagement) and cognitive (attributions and self-efficacy) perspectives to investigate the predictive relationships underlying chemistry learning burnout. Therefore, this study aims to explore the links between these variables and students’ chemistry learning burnout. This research employed a sample of 1712 students (10th and 11th graders) from 8 high schools in China. After assessing all relevant variables, direct and indirect pathways were examined through structural equation modelling (SEM). The findings indicated that (1) internal/external attributions in chemistry, chemistry self-efficacy, and chemistry learning engagement all showed significant negative relationships with students’ chemistry learning burnout; (2) both (a) chemistry self-efficacy and (b) chemistry learning engagement served as significant mediators in the relationship between internal/external attributions in chemistry and chemistry learning burnout; and (3) the chai