A Research Of The Junior High School Students' Academic Success Or Failure Attribution And Learning Motivation To The Impact Its Academic Burnout And Intervention

Adolescence is a more specific stage of people's life, junior middle school students happens to be at this special time.This time, their physiological aspect rapid development, psychological and social aspects are also facing dramatic changes. And learning plays an extremely important role to them at this stage. In recent years for junior high school students' learning aspect of research is also increasing. In this study, based on the analysis in the literature,combination of individual interviews and open investigation,the author worked out a formal questionnaire of Junior High School Students' Academic Success or Failure Attribution. And use it as a tool, started the related research about the learning of junior high school students. This study explored the relationship among academic success or failure attribution, learning motivation and academic burnout of junior middle school students. Taken a number of students in higher levels of burnout, part of them used the group counseling but with the mainly attributed training methods,another part of them used the individual consultation. The results are showed as follows:(1) "Middle School Students Academic Success or Failure Attribution Questionnaire" of attribution success and failure in the attribution has composed by the three dimensions: internal control, internal uncontrollable, external uncontrollable.(2) In a successful attribution, the girls more categorized as internal controlled factor, the boys more categorized as internal uncontrolled factor, when attribution of failure , the boys more attributed to internal uncontrolled factor than girls. When attribution of success, the urban students more due to internal factors than the rural students. Junior high school students with grade rises, the successful more return for their abilities, and failed more categorized as one's own efforts.(3)Junior's academic success or failure attribution were significantly related to learning motivation; the learning motivation and academic burnout were significantly related; and their academic success or failure attribution and academic burnout was also significantly correlated; The academic burnout of junior high school students can be predicted by academic success or failure attribution and learning motivation.The role of interior factors are greater than the external. The learning motivation of junior high school students has a mediating effect between the academic success attribution and academic burnout(4)The attribution training can improve the internal motivation of junior high school students, and reduce their burnout level; the intervention of group counseling and individual counseling results only has significant different in the internal motivation; the effects of the two methods are sustainable.