A Study Of The Relationship Among English Learning Burnout,Self-efficacy And English Learning Achievement Of Senior High School Students

Burnout has been studied primarily in the field of occupation.In recent years,researchers have found that burnout is also common or prevalent in students’ learning.Under the pressure of Chinese New Curriculum Reform and new Gaokao,some senior high school students have low self-efficacy and even become resistant and apathetic in English learning.Exploring the situation in terms of English learning burnout,self-efficacy and their relationship with English learning achievement has become an important issue in current related research.This study attempts to investigate the relationship among English learning burnout,self-efficacy,and English learning achievement among senior high school students.It also attempts to add data to the researches in related fields,and to provide feasible suggestions for English teaching in China.The main research questions of this study are as follows:1.What is the status quo of senior high school students’ learning burnout in English learning?2.What is the status quo of senior high school students’self-efficacy in English learning?3.What is the relationship among English learning burnout,self-efficacy,and English learning achievement of senior high school students?268 students in 11th grade were randomly selected from a senior high school in Jiangsu Province.198 valid samples were obtained,including 104 boys and 94 girls.A combination of quantitative and qualitative research methods was also adopted,with questionnaires and interviews as the main research tools.All the data were entered into SPSS 26.0 for descriptive statistics,independent-samples T test,correlation analysis,regression analysis,and path analysis.The results of the study are as follows:1.Senior high school students experience a certain degree of learning burnout in English,and it is at a medium level.Exhaustion is the most prominent feature among them.There is a significant difference in learning burnout between the high and low subgroups,but there is no significant difference in learning burnout between the male and female subgroups.2.Self-efficacy in English learning of senior high school students is at a medium level.Learning ability self-efficacy is higher than learning behaviour self-efficacy.There is a significant difference in self-efficacy between the high and low subgroups,but there is no significant difference in self-efficacy between the male and female subgroups.3.There is a linear correlation between learning burnout and English learning achievement.When students’ level of learning burnout is higher,their English learning achievement is worse.Furthermore,there is a linear correlation between self-efficacy and English learning achievement,with students who have high self-efficacy to achieve greater success in English earning.Finally,there is a linear correlation between learning burnout and self-efficacy.Students with high learning burnout do have a low sense of self-efficacy in learning English.4.Learning burnout has an indirect effect on English learning achievement through self-efficacy.Finally,based on the data analysis and theories,this study makes some suggestions for teachers and students to reduce students’ English learning burnout,improve their English learning self-efficacy,and thus promote their English learning proficiency.