Background Academic 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. Objective This 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. Methods This 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. Results Family 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. Conclusion Family 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.
The high-quality development of rural education urgently requires strengthening the supply of outstanding rural teachers. Based on Social Cognitive Career Theory (SCCT), a survey of 6,546 teacher education students from local universities in Heilongjiang Province revealed that the willingness to teach in rural areas among three identified profiles—the Weak Foundation Profile, the Development-Oriented Profile, and the Excellence-Prepared Profile—is significantly influenced by academic year and family capital. This influence manifests differentiated patterns via the “environment-person-behaviour” transmission pathway: family support acts as a common motivating factor for rural teaching willingness across all three groups; for foundation-weak students, professional competence primarily exerts a mediating effect through the family support pathway; for development-oriented students, professional competence shows no significant mediating effect in this pathway; and for excellence-oriented students, the willingness to return to their hometowns for rural teaching is jointly driven by the dynamic interplay between environmental factors and individual professional competence. Therefore, a differentiated approach is imperative: policy orientation should strengthen the enabling role of family support, optimise the pathways for localised training and incentives for rural teachers, and establish a growth system for rural education leaders. These measures will further refine the long-term mechanisms for attracting and retaining talent in rural teaching positions.
توسعه باکیفیت آموزش روستایی به‌طور فوری نیازمند تقویت عرضه معلمان برجسته روستایی است. بر اساس نظریه شناختی اجتماعی مسیر شغلی (SCCT)، بررسی‌ای از ۶٬۵۴۶ دانشجوی تربیت معلم در دانشگاه‌های محلی استان هیلونگ‌جیانگ نشان داد که تمایل به تدریس در مناطق روستایی در میان سه نیمرخ شناسایی‌شده — نیمرخ پایه ضعیف، نیمرخ توسعه‌محور و نیمرخ آمادگی برای برتری — به‌طور معناداری تحت تأثیر سال تحصیلی و سرمایه خانوادگی قرار دارد. این تأثیر از طریق مسیر انتقال «محیط-فرد-رفتار» به‌صورت الگوهای متمایز بروز می‌یابد: حمایت خانوادگی به‌عنوان یک عامل انگیزشی مشترک برای تمایل به تدریس روستایی در هر سه گروه عمل می‌کند؛ برای دانشجویان با پایه ضعیف، شایستگی حرفه‌ای عمدتاً از طریق مسیر حمایت خانوادگی نقش میانجی ایفا می‌کند؛ برای دانشجویان توسعه‌محور، شایستگی حرفه‌ای در این مسیر اثر میانجی معناداری نشان نمی‌دهد؛ و برای دانشجویان برتری‌محور، تمایل به بازگشت به زادگاه برای تدریس روستایی به‌صورت مشترک توسط تعامل پویای عوامل محیطی و شایستگی حرفه‌ای فردی هدایت می‌شود. بنابراین، رویکردی متمایز ضروری است: جهت‌گیری سیاستی باید نقش تسهیل‌گر حمایت خانوادگی را تقویت کند، مسیرهای آموزش بومی و مشوق‌های معلمان روستایی را بهینه سازد و نظام رشد رهبران آموزش روستایی را ایجاد کند. این اقدامات، سازوکارهای بلندمدت جذب و نگهداشت استعداد در موقعیت‌های تدریس روستایی را بیش از پیش اصلاح خواهد کرد.
