AI Insight
This study of 325 Chinese undergraduate sports majors found that family capital (particularly cultural and social resources, rather than economic resources alone) was negatively associated with academic burnout, and this relationship was partially mediated by academic self-efficacy. Students from families with greater cultural and social capital reported higher confidence in their academic abilities, which in turn was associated with lower burnout levels. Academic self-efficacy accounted for approximately 44% of the total effect of family capital on burnout.
Why it matters
The findings suggest that universities should not focus solely on financial aid for at-risk students, but also provide targeted academic guidance, learning support, and educational resources to compensate for limited family cultural and social capital. Interventions that strengthen academic self-efficacy may be particularly effective in reducing burnout among students from disadvantaged family backgrounds.
Understand the Science
BackgroundAcademic burnout is a concern among undergraduate sports majors. Although previous studies have emphasized training- and school-related stressors, less is known about the role of family resources and related psychological mechanisms.ObjectiveThis study examined the associations among family capital, academic self-efficacy, and academic burnout, including differences across family capital dimensions and the mediating role of academic self-efficacy.MethodsThis cross-sectional study included 325 first- and second-year students enrolled in sports-related degree programs at a sports university in Yunnan Province, China. Pearson correlation, one-way ANOVA, and mediation analysis using PROCESS Model 4 with 5,000 bootstrap resamples were conducted.ResultsFamily capital was positively associated with academic self-efficacy (r = 0.554, p < 0.001) and negatively associated with academic burnout (r = −0.575, p < 0.001). Cultural and social capital were significantly associated with higher self-efficacy and lower burnout, whereas economic capital was not significantly associated with burnout. Students with lower family capital reported lower self-efficacy and higher burnout. Academic self-efficacy partially mediated the association between family capital and burnout (B = −0.52, 95% CI [−0.66, −0.40]), accounting for 44.33% of the total effect.ConclusionFamily capital was associated with academic burnout among undergraduate sports majors, with stronger associations for cultural and social capital than for economic capital. Academic self-efficacy represented a partial mediating pathway. Universities should provide targeted academic guidance, learning support, and educational and career information for students with limited family resources and lower academic self-efficacy.