Research on Problematic Short-Video Use and Learning Burnout from the Perspective of Time Management Intervention_Vol. 2 No. 5 (JHET 2025)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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Research on Problematic Short-Video Use and Learning Burnout from the Perspective of Time Management Intervention

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DOI: https://doi.org/10.62517/jhet.202515505

Author(s)

Jia Ru

Affiliation(s)

Faculty of Social Sciences, Hong Kong Shue Yan University, Hong Kong, China

Abstract

This study focuses on college students and explores the mechanisms of action and intervention effects on time management ability, problematic short-video use duration, and learning burnout. A mixed design of "cross-sectional survey-single-group longitudinal intervention experiment" is adopted. Data are collected using tools such as Wenjuanxing and the mobile phone system's screen time function, and methods like Pearson correlation analysis and mediating effect analysis are employed for verification. The results show that there is a significant negative correlation between problematic short-video use duration and learning burnout, and a significant positive correlation between time management ability and learning burnout. Time management ability has a "double-edged sword" mechanism for learning burnout, that is, "positive direct effect + negative indirect effect". The study indicates that short videos may provide "emotional compensation" for college students, while excessive time management may lead to stress accumulation. Although the intervention strengthens the constraint of time management on short-video use, it also amplifies the risk of directly causing burnout. This study provides a new perspective for optimizing the intervention of college students' learning burnout.

Keywords

Time Management Ability; Problematic Short-Video Use; Learning Burnout; Mediating Effect; Intervention Study

References

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