A Research Of The Characteristics Of Secondary School Students' Study Attribution And Its Relationship With Academic Self-efficacy And Learning Burnout

Study attribution is a self-analysis of causes, inferences of students'learning behavior and results. It has a large impact on students'behavior.Study self-efficacy is the judgments and expectations of students'own ability to complete a learning task or achieve a certain learning objectives in specific learning activities.Learning burnout means students have not interest or motivation, but have to by external factor, then they will change the cognition on learning, feeling the psychological state of boring, tired, suppressed, frustrated, passion-shrinking and treat on a series of learning behavior by negative or avoidance attitude.At present, with the rapid development of society and increasing pressures on students, a growing number of students have become Learning burnout. It is a trend to get a multi-level understanding and multi-angle research of Learning burnout and also about its impact on learning. Researches have shown that self-efficacy and study attribution were important factors of Learning burnout. According to the previous researches, we carried out extensive investigations of students'study attribution with an open-ended questionnaire in the secondary school of Suzhou. On this basis of the investigation and the previous researches, we developed《Study attribution of secondary school Scale》, and also have a research on the relationship between the study self-efficacy and Learning burnout. This study has enriched the theory of educational psychology,provides a theoretical basis for intervention and possible guidance to education.The main conclusions of this study are as follows: (1) Four main factors consist of secondary school students'study attribution. They were internal controllable factors, internal uncontrollable factors, external controllable factors and external uncontrollable factors.(2)In the four dimensions of secondary school students'study attribution, they were significant difference in the grade and gender. No significant difference in One-child ,Class cadres,and different education lever of parents.(3)The four dimensions of secondary school students'study attribution significant correlation to Learning burnout. Internal controllable factors and external controllable factors have a negative correlation to Learning burnout. Internal uncontrollable factors and external uncontrollable factors have a positive correlation to Learning burnout.(4)Secondary school students'academic self-efficacy has a negative correlation to Learning burnout.(5)There were significant correlation of secondary school students'study attribution, academic self-efficacy and Learning burnout.(6)The study attribution of secondary school students has a mediating effect between the academic self-efficacy and Learning burnout.