Abstract
This study investigated the effect of teaching strategies on alleviating learning burnout among Western wind instrument majors in higher education institutions in Inner Mongolia, China. Learning burnout, characterized by emotional exhaustion, reduced academic efficacy, and detachment, poses significant challenges to student performance and well-being. Grounded in Cognitive Dissonance Theory, the research explores how emotional support, positive feedback, and task design as teaching strategies influence the three dimensions of learning burnout: attitude, behavior, and belief. A quantitative research design was employed, using a structured questionnaire distributed to 323 undergraduate students from six universities. Descriptive statistics, ANOVA, and an ordered probit regression model were utilized to analyze the data and assess the relationships between teaching strategies and learning burnout. Results revealed that students generally perceived moderate to high levels of emotional support, positive feedback, and well-structured tasks. Furthermore, teaching strategies were found to have a significant negative correlation with all dimensions of learning burnout. The findings highlight that when students receive timely emotional support and constructive feedback and engage in meaningful, well-designed tasks, their motivation and academic resilience increase. These strategies help reduce cognitive dissonance and support a healthier educational experience. The study contributes to music education literature by offering practical insights for instructors and policymakers to develop targeted interventions aimed at reducing burnout. Ultimately, it underscores the importance of responsive and student-centered pedagogy in performance-based disciplines.
