Psychological resilience as a buffer against short-form video addiction’s impact on learning

Although short-form video addiction is related to learning burnout, the mechanisms underlying this association remain poorly understood. This study explored the roles of self-control and psychological resilience in the relationship between short-form video addiction and learning burnout. We administered the Short Video Addiction Scale, Learning Burnout Scale, Self-Control Scale, and Psychological Resilience Scale to 366 Chinese university students who were in their first year of a publicly funded teacher-training program. The results indicated that short-form video addiction positively predicted learning burnout while self-control played a mediating role in this relationship. Furthermore, psychological resilience had a U-shaped moderating effect on the relationship between short-form video addiction and learning burnout. These results indicate that self-control and psychological resilience could be important factors for a deeper understanding of the links between short-form video addiction and learning burnout, especially among Chinese university students in publicly funded teacher-training programs.