@Article{jpa.2025.065769,
AUTHOR = {Zhen-Hong Wang, Hai-Long Wu},
TITLE = {Work-family conflict and learning capacity: The mediating role of burnout and subjective well-being},
JOURNAL = {Journal of Psychology in Africa},
VOLUME = {35},
YEAR = {2025},
NUMBER = {1},
PAGES = {69--73},
URL = {http://www.techscience.com/jpa/v35n1/60836},
ISSN = {1815-5626},
ABSTRACT = {We examined the mediating effect of burnout and subjective well-being on the relationship between work-family conflict and learning capacity among college teachers. Using a cross-sectional study design, 422 Chinese college teachers (females = 57.3%, mean years of service = 35.56, SD = 6.38) completed the Work-Family Conflict Questionnaire (WFCQ), the Burnout Scale (BS), the Subjective Well-Being Scale (SWBS), and the Teacher Learning Capacity Evaluation Scale (TLCES). The results indicated that work-family conflict had a direct connection with learning capacity. Moreover, work-family conflict had an indirect association with learning capacity through the sequential mediating roles of burnout and subjective well-being. These findings enhanced the understanding of the mechanism of learning capacity and provided new perspectives for the development of learning capacity among college teachers.},
DOI = {10.32604/jpa.2025.065769}
}