Exploring the effect of group sandplay therapy on learning burnout and learning self-efficacy: A mixed study for high school students

In a high-pressure academic environment, many high school students face problems of learning burnout and insufficient self-efficacy, which not only affects their academic performance but may also hurt their mental health. Group sandplay therapy, as an innovative psychological intervention method, has attracted widespread attention in education in recent years. This study aims to explore the effects of group sandplay therapy on learning burnout (LB) and learning self-efficacy (LSE) among Chinese high school students, focusing on whether the intervention can effectively reduce learning burnout and improve students' learning self-efficacy. The study adopted a mixed research design (quasi-experimental design and interview). 28 high school students were randomly divided into four groups and received a 6-week group sandplay therapy intervention. This study collected three questionnaire measurements before, during, and after the intervention and interview data. Quantitative data were analyzed using descriptive statistics and paired sample t tests, while qualitative data were processed using thematic analysis. The results showed that group sandplay therapy significantly reduced students' learning burnout, including emotional exhaustion (EE), inefficacy in learning (IL), teacher‒student alienation (TSA), and physical exhaustion (PE). learning self-efficacy (LSE) was also significantly enhanced, especially in terms of learning ability self-efficacy (LASE) and learning behavior self-efficacy (LBSE). This study innovatively focused on the impact of group sandplay therapy on learning burnout and learning self-efficacy among Chinese high school students, enriching the current research literature. Meanwhile, this study provides empirical support for the application of group sandplay therapy in high school education intervention and proves its effectiveness in alleviating learning burnout and improving learning self-efficacy. The study not only provides new intervention tools for high school educators but also provides theoretical and practical references for future educational psychology research.