The Influence Of High-school Students' Academic Stresses, The Sense Of Self-efficacy And Coping Style On Student Burnout

The term burnout was put forward by Her-bert J.Freudenberger in the 1970s, a U.S clinical pshchological, while he studied on job stresses, who defined it as a group of negative symptoms, referring to the emotional exhaustion, physical fatigue, the work,competence reduction, the indifference in work and the others, and lack of accomplishment, etc. when individual suffer from long-term tension during the work.. The scholars have begun to put their attention into the area of learning related burnout since 1980s, and made a lot of achievement on it. Based on the last resercher's findings, this thesis mailnly explore the influence of high-school student's academic stresses, the sense of self-efficacy and coping style on student burnout. This thesis has the following proposals:1. The student burnout level of high-school students have significant difference in grade and school, but no evidence show there is significant difference in gender.2. The study finding by product-moment coefficient of correlation suggest that the correlation among the academin stresses, the sense of self-efficacy, coping style, and learning burnout is significant. The relationship between academic stresses and student burnout is positive, and the relationship between the sense of self-efficacy and student burnout is negative, the same as the relationship between the coping style and student's burnout.3. By putting the student burnout as dependent variable, the five varibles on academic stress, the sense of self-efficacy, and coping style as the independent variables, and doing regression analysis on them, the findings show that only five variables such as frustration stress, self-developed stress, the sense of self-efficacy, active coping style and negative coping style come into the regression eqution, which together could explain 21.4% variance of student burnout.4. By putting the academic stresses as independent variable, the sense of self-efficacy as moderator, and doing the analysis of variance, the finding suggests the sense of self-efficacy could moderate the relationship between the academic stress and student burnout. And nomatter what degree the academic stresses are, the level of burnout of students having the highly-level sense of self-efficacy is significantly lower than students having the weakly-level sense of self-efficacy.5. By putting the academic stresses as independent variable, the active coping style and negative coping style respectively as moderator, and doing the analysis of variance recpectively, the findings suggest the moderated role of neither active coping style nor the negative coping style between the academic stress and student burnout is significant. And nomatter what degree the academic stresses are, students'level of burnout who adopted active coping style is significantly lower than the students' who adopted negative coping style.