Research On The Learning Burnout And Its Intervention Of Junior High School Students In Rural Semi-boarding Schools

Junior high school students in rural semi boarding schools,where some students go back home every day,other students live in school during schooldays and go home on weekends because the long distance from their home to school,are at a critical stage of physical and mental development.Studying and living in school for a long time every day or even every week,which made them lack timely care,management,and guidance from their parents,can easily lead to learning burnout,adversely affect their learning and life,and even induce other more serious mental health problems.The purpose of this research was to explore the characteristics of learning burnout and its relationship with the fear of negative evaluation among 894 rural semi boarding school junior high school students in Xinhua County,Hunan Province,and to provide a basis and reference for the intervention of improving learning burnout among junior high school students in rural semi boarding schools.The research was divided into three parts: The first study used a questionnaire survey method to survey more than 1000 junior high school students from rural semi boarding schools in Xinhua,Hunan Province,to explore the current situation of learning burnout among junior high school students in rural semi boarding schools.The second study explored the relationship between learning burnout and fear of negative evaluation among junior high school students in rural semi boarding schools,and explored the role of middle school student perceived teachers’ emotional support and psychological resilience.The last study used group psychological counseling to intervene the learning burnout of 30 junior high school students in rural semi boarding schools.The results are as follows:(1)The overall level of learning burnout among junior high school students in rural semi boarding schools was at an average level,mainly manifested in two dimensions:physical and mental exhaustion and reduced efficacy,with a relatively low degree of academic alienation.(2)There were no significant differences in learning burnout among junior high school students in rural semi boarding schools on demographic variables such as gender,whether to be left-behind,and whether to board.However,there were statistically significant differences in learning burnout among junior high school students with different family structures,different grades,different self-reported learning performances,whether to have only one child,and whether to serve as class leaders.(3)The fear of negative evaluation significantly predicted the learning burnout of junior high school students in rural semi boarding schools,and realized that middle school students perceived teachers’ emotional support and psychological resilience played a chain mediating role.The fear of negative evaluation,middle school student perceived teachers’ emotional support,and psychological resilience jointly explain36.9% of the variation in learning burnout among middle school students in rural semi boarding schools.(4)Group psychological counseling had a significant improvement effect on learning burnout of junior high school students in rural semi boarding schools.Conclusion: The learning burnout of junior high school students in rural semi boarding schools was generally at a moderate level,and was significantly related to the fear of negative evaluation,students perceived teachers’ emotional support and psychological resilience.Students perceived teachers’ emotional support and psychological resilience served as a chain mediating role between the fear of negative evaluation and learning burnout.Group psychological counseling intervention which intervened in lowering their fear of negative evaluation,enhancing the student perceived teachers’ emotional support,and psychological resilience can significantly reduce their level of learning burnout.