Academic Burnout And Its Antecedent Factors Of High School Students

Burnout is a syndrome of exhaustion that occurs among individuals who are exposed to stress environment chronically and are over demanded in psychological resources. Burnout has great negative effect on students' health and academic performance. Researches on academic burnout and its hypothesis opposition, engagement, can not only affluence the study thesis of burnout, but also give theoretical guides for students' healthy improvement. Students in high schools are at a critical stage of developing and they face with the stress of exam. So, this study examines burnout and engagement of totally 735 high school students from six different schools.Confirmatory factor analyses are used to exam the structure of academic burnout and engagement. The three-factor structure is corroborated of the Burnout Measurement as well as the one-factor structure of engagement. The scores on burnout and engagement are moderate negative related. There is no conclusive empirical evidence in favor of the hypothesis that the burnout and the engagement are conflicting concepts.Effects of demographical variables are examined here. No gender effects is observed in both burnout and engagement. Grade difference has found on the scores of burnout and engagement, but that is because of the effect of life events they encountered with. Controlling the factor of stress, the partial relation coefficient between grade and burnout does not present to be significant.The relationship between academic burnout, as well as academic engagement, and its antecedent variables are explored in the study. Life events, social support, personality traits, self conception and coping style all have influence on burnout and engagement. It is found that the factors of stress from personal relationship and study, perceived social support, general self conception, personality of emotional stability and apprehension, negative coping style are more influence on burnout, while the factors of other stress events, being published, teachers' assessment, general self conception, personality of rule consciousness and emotional stability, positive coping style are more influence on engagement. Subjective factors are more predictive than objective factors onss academic burnout.In the intervention study, it shows that the improvement of emotional self-manage ability, teachers' unconditional positive attention and parenthood all have effect on releasing of students' burnout and enhancing of their engagement.