The relationship between interdisciplinary learning motivation and learning burnout among university music majors in the context of AI-assisted music education: the mediating role of perceived learning load.
- DOI
- 10.3389/fpsyg.2026.1922731
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
uncertain Score 53/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1922731,
title = {The relationship between interdisciplinary learning motivation and learning burnout among university music majors in the context of AI-assisted music education: the mediating role of perceived learning load.},
author = {Zhang Y},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1922731},
url = {https://doi.org/10.3389/fpsyg.2026.1922731}
}RIS
TY - JOUR TI - The relationship between interdisciplinary learning motivation and learning burnout among university music majors in the context of AI-assisted music education: the mediating role of perceived learning load. AU - Zhang Y PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1922731 UR - https://doi.org/10.3389/fpsyg.2026.1922731 ER -
APA
Y, Z. (2026). The relationship between interdisciplinary learning motivation and learning burnout among university music majors in the context of AI-assisted music education: the mediating role of perceived learning load.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1922731
Source records
- pubmed · retrieved 2026-09-25T13:12:37.392Z
- europe-pmc · retrieved 2026-09-25T13:12:37.951Z
- doaj · retrieved 2026-09-25T13:12:37.410Z