Attributional Style And Academic Burnout In High School Students:The Mediating Role Of Core Self-Evaluation

Academic burnout refers to that when students have no interest or lack of motivation in their studies but are forced to do so by external factors,their understanding of learning will be changed,resulting in weariness,exhaustion,frustration,lack of enthusiasm and other mental states,as well as a series of behaviors with a negative or evasive attitude towards learning.Attribution style refers to the way people explain the causes of their own and others’ behaviors,which affects people’s emotional experience and behavior performance.Studies in the field of education have found that attribution style is related to academic burnout.Core self-evaluation is a comprehensive cognition that takes into account individual self-esteem,general self-efficacy,psychological control sources and emotional stability.It reflects individuals’ cognition of their own abilities and values,so as to provide individuals with more accurate cognition.According to the resource conservation theory,the way individuals attribute academic success or failure will affect the severity of academic burnout.Core self-evaluation can effectively inhibit and transform negative emotions.People with good self-regulation ability,positive self-evaluation and strong self-confidence are more likely to succeed.Therefore,through the investigation and research of attributional style,core self-evaluation and academic burnout of high school students,this paper discusses the influence of attributional style on academic burnout,and examines the mediating role of core self-evaluation.In this study,"Adolescent Academic Burnout Scale","Multidimensional and Multi-directional Attribution Scale(Academic Attribution Part)"and "Core self-evaluation Scale" were used as measuring tools to explore the relationship between attribution style,academic burnout and core self-evaluation.This study adopts stratified random sampling method,and randomly selects four classes in each grade of a high school in Zhengzhou as research objects.The study found:(1)High school students of different genders have significant differences in low sense of achievement,ability,effort and attributive style scores;There are significant differences in the total score of academic burnout among high school students from different places.High school students of different grades had significant differences in total score of physical and mental exhaustion,academic alienation and academic burnout,total score of background,total score of attribution style and total score of core self-evaluation.(2)There is a negative correlation between core self-evaluation and academic burnout;Core self-evaluation was positively correlated with effort dimension,but negatively correlated with attribution style and other dimensions.There is a negative correlation between effort dimension and academic burnout,and a positive correlation between ability,background,luck and attributional style.(3)Attribution style positively predicts academic burnout;Attributive approach negatively predicts core self-evaluation;Core self-evaluation negatively predicts academic burnout.(4)Core self-evaluation plays a partial mediating role in attributional style and academic burnout.