The Impact of Home‐School Cooperation on Academic Burnout Among Chinese High School Students.
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| Title: | The Impact of Home‐School Cooperation on Academic Burnout Among Chinese High School Students. |
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| Authors: | Zhang, Yuping (AUTHOR), Liang, Wenyan (AUTHOR) |
| Source: | Psychology in the Schools. May2026, Vol. 63 Issue 5, p897-913. 17p. |
| Subjects: | Parent-teacher cooperation, Psychological burnout, Parent-child relationships, Income, Academic motivation, Chinese-speaking students, School environment, Family life education |
| Geographic Terms: | China |
| Abstract: | In China, as high school students face increasingly intense competition for college entrance examinations, the phenomenon of academic burnout has become more prominent within this group. If not addressed, it may be associated with lower learning efficiency, poorer academic performance, and reduced well‐being. Family education plays an irreplaceable role in adolescent development and has a lasting association with lifelong growth. This study examined the associations between home–school cooperation and academic burnout among Chinese high school students, aiming to determine whether stronger home–school cooperation is related to lower levels of burnout. Using a mixed‐methods approach involving observations, interviews, and questionnaires, data were collected from 213 students (Mage = 16.8, SDage = 0.42; 80 boys, 37.6%; 133 girls, 62.4%) from X High School in Guangdong Province, China. The findings indicated that: (1) overall levels of academic burnout were relatively low and were associated with the school environment, family context, and individual motivation; (2) significant group differences in academic burnout and home–school cooperation were observed across leadership roles, family income levels, and parental education backgrounds; and (3) a significant negative correlation emerged between academic burnout and home–school cooperation, suggesting that greater cooperation between families and schools is associated with lower levels of student burnout. Practitioner Points: Stronger home–school cooperation is associated with lower academic burnout, highlighting its value as a preventive resource in school psychology practice.Supportive parent–child interaction shows the strongest link to reduced burnout, underscoring the importance of coaching parents in effective communication.Burnout differences across leadership roles and family backgrounds indicate the need for tailored home–school partnership strategies in diverse student populations. Summary: Higher levels of home–school cooperation are associated with lower academic burnout among Chinese high school students.Academic burnout shows significant differences across student leadership roles, family income levels, and parental education backgrounds.Stronger parent–child interaction and more effective home–school interaction are linked to reduced emotional exhaustion, learning alienation, and low efficacy. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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