The Influence of Self-Concept on Academic Persistence 
Among Undergraduate Music Majors: The Mediating 
Role of Academic Burnout

Jingyi Liu

doi:10.70711/neet.v4i3.8959

The Influence of Self-Concept on Academic Persistence Among Undergraduate Music Majors: The Mediating Role of Academic Burnout

Jingyi Liu

Abstract

This study investigates the influence of self-concept on academic persistence among undergraduate music majors, with a particular
focus on the mediating role of academic burnout. The collected data were analyzed using Bootstrap-based mediation analysis. The findings
revealed that self-concept significantly predicts academic persistence and exerts an indirect effect by attenuating academic burnout. The mediating effect of academic burnout was statistically significant and partial in nature. These results suggest that a positive self-concept not only
directly enhances students' willingness to persist in learning but also indirectly promotes academic persistence by mitigating emotional fatigue
and burnout. This study enriches the theoretical framework of educational psychology and music education and offers practical implications
for promoting sustained academic engagement and reducing academic burnout among students in higher education institutions.

Keywords

Undergraduate Music Majors; Self-concept; Academic Persistence; Academic Burnout

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DOI: http://dx.doi.org/10.70711/neet.v4i3.8959

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