A Study On The Relationship Among Attribution Styles, Self-Esteem And Learning Burnout Of Secondary Vocational School Students

With our country’s economic restructuring, China is giving full support to secondary vocational schools. So secondary vocational school students not only have a broader employment market, but also have a bigger chance to improve education. We can say the near future will be significant for secondary vocational education. However, study state of secondary vocational school students is not optimistic, especially their learning burnout. It will not only hold back students’ academic progress, but also greatly influence their physical and mental health. Even it will hinder their further development in the future. So we teachers should pay special attention to this kind of phenomenon.In this study, the sample was made up of 580 secondary vocational school students. The questionnaire was used to investigate the basic situation of secondary vocational students’learning burnout, attribution style and self-esteem and explore the relation of the three, so that the study can provide a new angle and a testing method for the research of learning burnout causes. At the same time the study puts forward some advice on easing the secondary vocational students’learning burnout. The main conclusions of this study are as follows:1. Learning burnout is very common among secondary vocational students, normally in the medium level.2. The secondary vocational students’ learning burnout is considerably related to gender and grade. Boys’ academic dimension of alienation is significantly higher than girls’ while girls’ low sense of achievement is obviously higher than boys’. Second-grade students’ academic alienation dimension is a lot higher than that of grade one and grade three students.3. The secondary vocational students’ internal attribution has negative correlation with learning burnout while external attribution positive correlation with learning burnout. And the internal attribution has a greater effect on learning burnout than external attribution.4. The students’self-esteem level has significant negative correlation with learning burnout and self-esteem can help predict learning burnout.5. Self-esteem has mediating effect on the relation between internal attribution and learning burnout, not between external attribution and learning burnout.