ABSTRACT
One of the growing concerns of society is how to improve the academic achievement of college students. In recent years, researchers have found that negative emotions have a marked influence on the level of college students’ academic burnout among college students. Also, the ability to use emotion regulation strategies to improve the problem of academic burnout is one of the topics that researchers have studied for a long time. However, few studies have combined anxiety and emotion regulation strategies to analyze their role between them in burnout. Therefore, this study analyzed the relationship between emotion regulation strategies and academic burnout, introducing anxiety as a mediating variable to further analyze the relationship between the three variables. Collecting research data by distributing and returning web-based questionnaires to current students at Xi’an International Studies University, and quantitative analysis of the data was analyzed using SPSS 26.0. The results of the study showed a two-by-two interaction between the three variables of anxiety, emotion regulation strategies, and academic burnout. Among them, anxiety, as a mediating variable, has a full mediating role. That is, using emotion regulation strategies affecting academic burnout was achieved by influencing the level of anxiety. This study concluded that academic burnout could be reduced to a great extent if college students knew how to better use emotion regulation strategies to improve their anxiety.
