Academic burnout, characterized by emotional exhaustion and reduced motivation, is prevalent among university students. However, research focusing on sports majors remains limited, particularly regarding subjective factors like professional identity, sports learning interest, and achievement motivation. This study aimed to examine the relationship between professional identity and academic burnout among sports majors, while exploring the mediating roles of sports learning interest and achievement motivation. The purpose was to establish a chain mediation model to inform interventions for reducing burnout in this specialized student population. Method: A cross-sectional survey was conducted with 605 Chinese sports majors. Valid data from 551 participants were analyzed using four validated scales: Professional Identity Scale, Sports Learning Interest Scale, Achievement Motivation Scale, and Academic Burnout Scale. Statistical analyses included correlation tests, regression models, and Bootstrap-mediated effect tests (via SPSS 27.0 and PROCESS v4.0). The chain mediation model tested pathways from professional identity to burnout through sports learning interest and achievement motivation. Professional identity negatively predicted academic burnout (β = -0.222, p < 0.001) and positively correlated with sports learning interest (β = 0.671) and achievement motivation (β = 0.134). Both mediators burnout: sports learning interest (β = -0.177) and achievement motivation (β = -0.405). The chain mediation effect was significant (total indirect effect: 55.78%), with two key pathways: 1) Professional identity → Sports learning interest → Burnout (23.84% of total effect). 2) Professional identity → Sports learning interest → Achievement motivation → Burnout (21.24% of total effect). Direct effects of professional identity on burnout accounted for 44.22% of the total variance. Professional identity directly mitigates academic burnout in sports majors, while sports learning interest and achievement motivation fully mediate this relationship. Enhancing professional identity through tailored education and practical training can foster intrinsic motivation, thereby reducing burnout. Institutions should prioritize cultivating students’ sports-related interests and achievement-driven goals (e.g., via competitive activities and feedback mechanisms) to sustain engagement. This study underscores the interconnected roles of identity, interest, and motivation in addressing burnout, offering actionable strategies for educators and policymakers.
Wang et al. (Thu,) studied this question.