Studies Of The Relation Of Attribution Of Failure In The Examination, Coping-style And Learning Burnout Of High School Students

This passage is based on the research carried out in the past. By recognizing the attribution of failure in the examination, coping-style and learning burnout of the high school students in Shandong, trying to further explore the relationship among the attribution of failure in the examination, coping-style and learning burnout. Research chooses all 3 grades in 4 High school, totally 600 samples, uses tools such as the Attribution of Failure in the Examination Questionnaire of high school students, the Coping Style Questionnaire of High school Students, the Learning Burnout Questionnaire of High school Students, and convey the survey by on-site questionnaire. The research got 497 valid questionnaires from all 3 kinds of paper, and the percentage of efficiency is 82.83%.Analysing the data by the SPSS17.0 and LISREL8.70, we came to the conclusions as follows:(1)In the gender factor, the questions difficulty and the teaching quality are significant different; In the grade factor, the sustained effort, the questions difficulty and the teaching quality are significant different; In the achievement factor, besides questions difficulty and teaching quality, other dimensions are significant different.(2)In the coping style of high school students, problem solving and vent are significant different in achievement factor.(3)In the gender factor, the emotional exhaustion and the alienation of teachers and students are significant different; In the grade factor, sense of learning inefficiency is significant different; In the achievement factor, emotional exhaustion and sense of learning inefficiency are significant different.(4)The different levels of high school students in the same attribution are significant different at aspiration level, negative emotions, learning burnout, positive coping style and negative coping styles. Regardless of what kind of attribution you select, with the higher score of attribution of failure in the examination, there are the lower aspiration level, the higher negative emotions and the learning burnout. The high school students use more negative coping styles and less positive coping styles. The learning burnout is significant predicted by sustained effort, teaching quality, help from others, ability and temporary effort.(5)There are significant different between coping style and learning burnout. Learning burnout correlates positively with positive coping styles (problem solving, help) and negatively with negative coping styles (retreats, vent, fantasy, patience). (6)The coping style is an indirect effect between the attribution of failure in the examination and learning burnout.