Exploring the causes of learning burnout in online learning among master’s students: a Q-methodology study

Purpose This study aims to identify the causes of learning burnout among master’s students participating in online learning through the Q methodology. The findings are intended to inform course design and instructional practices for graduate educators. Methods This study utilized Q methodology to investigate the factors contributing to learning burnout among master’s students in online environments. The research followed these steps: (1) defining Q-channels, (2) constructing the Q-sample, (3) selecting the P-sample, (4) conducting Q-ranking, and (5) analyzing data and interpreting results. Results Fifteen master’s students participated in the study. The identified causes of online learning burnout were categorized into four groups: (1) lack of self-management and academic pressure, (2) external interference and lack of motivation, (3) challenges in adapting to the online classroom environment, and (4) distractions and limited learning resources. Conclusion The causes of online learning burnout among postgraduate students are complex and varied. To alleviate this burnout, targeted interventions are essential for improving the quality of online learning and for supporting the well-being and academic progress of master’s students.