Abstract
This paper studied the relationship and mechanisms of parent-child relationship, interpersonal relationship on campus, academic self-efficacy and academic burnout among adolescents. A study of 913 Chinese junior high school students from Fujian province (47.20% males, mean age = 13.99 years, SD = 0.81) was conducted using the Junior Middle School Students' Learning Weariness Scale, the Chinese version of parent-child affinity scale, the Loso Wellbeing Questionnaire, and the Academic Self-efficacy Questionnaire. (1) Academic burnout was negatively and significantly correlated with parent-child relationship (r = - 0.13, p < 0.01), interpersonal relationship on campus (r = - 0.11, p < 0.01), and academic self-efficacy (r = - 0.13, p < 0.01). Parent-child relationship was positively and significantly correlated with interpersonal relationship on campus (r = 0.23, p < 0.01) and academic self-efficacy (r = 0.38, p < 0.01). Interpersonal relationship and academic self-efficacy were positively and significantly correlated (r = 0.29, p < 0.01). (2) Parent-child relationship can significantly and negatively predicte academic burnout (β = - 0.082, p < 0.05). (3) Parent-child relationship affected academic burnout of adolescents via three significant indirect effects: the single mediating effect of interpersonal relationship on campus (effect = - 0.011) and academic self-efficacy (effect = - 0.019), and the chain mediating effect of interpersonal relationship on campus and academic self-efficacy (effect = - 0.003). Stronger parent-child relationship predicts lower levels of academic burnout. Moreover, parent-child relationship can indirectly affect academic burnout not only through the single mediating effect of interpersonal relationship on campus and academic self-efficacy but also through the chain mediating effect of interpersonal relationship on campus and academic self-efficacy.