A Comparative Research Between The College Students Of The Han Nationality And The Mongolian Nationality On Their Learning Strategies And Learning Burnout

College Students' Learning Strategies Questionnaire and College Students' Learning Burnout Questionnaire are used in our research to compare the learning strategies and learning burnout between the Han Nationality and the Mongolian Undergraduates in Inner Mongolia. 438 college students in five universities in Inner Mongolia attended the research as candidates, the result said, the usage of the learning strategies by the Han Nationality and the Mongolian Undergraduates in Inner Mongolia is not as proper, while their learning burnout is quite high. We can come to the conclusion that the educational level in Inner Mongolia, a less developed area, should be strengthened. Some results we got in our research can be analyzed and studied in a more deep level. To put concretely, (1) as a whole, there is a distinct difference between the girl college students and their male accompaniers in learning strategies. At the same time, a marked discrepancy in specialty exists in social tactics; in learning burnout, a notable diyersity in grade occurs in their failure of good behavior. In emotional exhaustion, the interaction among grade, specialty and region from where the students come is distinct. In lack of personal accomplishment, the reciprocation between gender and grade is remarkable. (2) The nationality diversity of the Undergraduates in Inner Mongolia is extremely distinct on learning strategies, learning burnout and all their dimensionality. (3) The Mongolian Undergraduates are prominently differ in gender about their learning strategies, in grade on their learning strategies, metacognitive strategies, cognitive strategies and social strategies. Their motivational strategies distinctly vary in speciality. In metacognitive policies, notable unlikeness occurs in the region from where the students come. In learning strategies, the interaction between gender and grade, gender and specialty is prominent; in social strategies, the reciprocation of gender and specialty, gender grade and specialty is remarkable; in metacognitive tactics, the interaction between gender and specialty is remarkable; in cognitive strategies, the reciprocation between grade and specialty is marked; in motivational policies, the interaction among gender, specialty and the region from where the students come is notable. The Mongolian undergraduates have distinct specialty differentia in their learning burnout, emotional exhaustion and their failure of good behavior. (4) The Han Nationality undergraduates in Inner Mongolia have wondrously prominent gender diversity in their learning strategies and all their dimensionality, the reciprocation between their gender and the region from where they come on their motivational strategies is distinct.