Open Access

Work-family conflict and learning capacity: The mediating role of burnout and subjective well-being

Zhen-Hong Wang^1,2,*, Hai-Long Wu³

1 School of Educational Science, Anhui Normal University, Wuhu, 241000, China
2 College of Education, Fuyang Normal University, Fuyang, 236037, China
3 Faculty of Education, Northeast Normal University, Changchun, 130024, China

* Corresponding Author: Zhen-Hong Wang. Email:

Journal of Psychology in Africa 2025, 35(1), 69-73. https://doi.org/10.32604/jpa.2025.065769

Received 14 September 2024; Accepted 08 November 2024; Issue published 30 April 2025

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.

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Keywords

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