Indirect associations of perceived teacher autonomy support with dimensions of learning burnout through academic stress and self-efficacy among engineering students

Abstract Learning burnout poses a major challenge in higher education, particularly in project-based and high-demand disciplines. Perceived teacher autonomy support may be associated with lower learning burnout, but the mechanisms underlying this association remain unclear. This cross-sectional study examined the associations among perceived teacher autonomy support, academic stress, academic self-efficacy, and three dimensions of learning burnout in 841 university students majoring in civil engineering and engineering cost. Structural equation modeling showed that perceived teacher autonomy support had significant negative indirect associations with dejection, improper behavior, and reduced personal accomplishment through academic stress. The indirect association through academic self-efficacy was significant only for reduced personal accomplishment. Multi-group analyses further showed that the association between perceived teacher autonomy support and academic self-efficacy was stronger among male students. Network analysis revealed gender differences in network structure, but not in global strength, with largely similar central nodes across genders. Overall, these findings suggest that perceived teacher autonomy support is associated with learning burnout in engineering students through distinct stress- and efficacy-related pathways.