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The objective of this paper is to explore the relationship between the time management disposition, academic self-efficacy and learning burnout among undergraduates in the medical university. Adolescence Time Management Disposition Inventory (ATMDI), Academic Self-Efficacy Scale (ASES), Learning Burnout of Undergraduates Scale (LBUS) and a self-edited questionnaire on the general information were administered to 772 undergraduate who were selected by stratified random sampling from a medical university. The results showed that: (1) the total score of ATMDI (114.1 ± 19.5) was at the middle level, as well as the total score of ASES (73.1 ± 10.9) and LBUS (61.8 ± 8.6); (2) correlation analysis showed that there was a significant pairwise correlation among the total score of ATMDI, ASES and LBUS (r = 0.298 0.585, P < 0.01); (3) the total score of ASES had a partly mediating effect in the relationship between the total score of ATMDI and the total score of LBUS. Finally this paper drew a conclusion: time management disposition not only has a direct role on the learning burnout in the undergraduates in the medical university, but also indirectly influences it through academic self-efficacy. Keywords—undergraduates, academic self-efficacy, learning burnout, time management disposition, mediating effect

proceedings of the 2019 international conference on pedagogy, communication and sociology (icpcs 2019)

Relationship Between Time Management Disposition and Learning Burnout Among Undergraduates in Medical University: Mediating Effect of Academic Self-Efficacy