EFFECTS OF PSYCHOLOGICAL CAPITAL AND FLOW EXPERIENCE IN LEARNING ON LEARNING BURNOUT OF UNDERGRADUATE STUDENTS, KASETSART UNIVERSITY

Abstract

The aims of this study were to: 1) study the levels of psychological capital, flow experience in learning, and learning burnout of undergraduate students of Kasetsart University;2) investigate the relationship between their psychological capital, and learning burnout;
3) investigate the relationship between their flow experience in learning and learning burnout; and 4) study the effects of their psychological capital and flow experience in learning on the learning burnout. The research sample comprised 120 undergraduate students, Kasetsart University Bangkhen Campus who were studying in the second semester of the academic year 2021.
The sample was selected by multistage sampling. The instruments used in the research were:a personal information questionnaire, a psychological capital inventory, a flow experience in learning inventory, and a learning burnout inventory. The collected data were analyzed with statistical package programs using frequency, percentage, mean, standard deviation, Pearson correlation coefficient, and multiple regression analysis.

The research results showed that: 1) the psychological capital of students was at a rather high level (M = 3.60, SD = .63) while their flow experience in learning and learning burnout were at moderate levels (M = 3.18, SD = .49; M = 3.38, SD = .68 respectively); 2) psychological capital was negatively correlated with learning burnout at the significance level of .05 (r = -.519); 3) flow experience in learning was negatively correlated with learning burnout at the significance level of .05 (r = -.582); and 4) psychological capital and flow experience in learning could predict learning burnout at the significance level of .05, and both variables accounted for 36.20 percent of the total variance in overall learning burnout (R^2= .362).