Force Cadets Learning Efficacy, Learning Motivation And Learning Burnout Research

learning burnout means that the student isn't interested in study or lacks motive, but again have to be of, then he will feel bored, and produce a kind of too tired mental appearance thus, and appear a series of inadequacy behavior of evading studies. Even there are social factors; school education factors which affect the generating of learning burnout, subjective factors still can not be ignored. The main reason may include lack of academic self-delicacy, clear learning motivation and so on. The perceived academic efficacy means a student' faith to himself of studying, namely the subjective evaluation to the ability of whether or not they can complete study task and carry on the material studying activity. The learning motive is a kind of internal motive which could push students to learn directly, is a kind of encouragement and guide for a student to carry on studies, the students'study is among of various facts, but the learning motive mainly domination to study activities.We choose the students form the Command college of Chinese Armed Police Force as the subjects in this study. by this research, we wonder analyze the relationship among perceived academic self-efficacy, motivation to learn and teaching burnout of the force students, and find the method of reducing of learning burnout. It adopts 3 types of questionnaire: Questionnaire of motivation to learn by Huang Xiting, Questionnaire of perceived academic self-delicacy by Liang Yu song and Zhou Zhongkui referring to Pintrith and DeGroot, and Questionnaire of learning burnout by Yang Lixian and her tutor Pro. Lian Rong. Samples were randomly selected in 3 Command colleges of Chinese Armed Police Force in Urumchi, Guang Zhou and Jinan. Finally, we got 807 replies in 1000 copies. The recycling rate is 87%.Substantially, we could reach conclusions as following:(1)There exists salience negative correlation between perceived academic efficacy for ability and three factors of learning burnout. There exists prominent negative correlation between perceived academic efficacy for behavior and malpractice and lack of personal accomplishment, but prominent positive correlation in terms of depression dimensions.(2)The levels of correlation are different among six factors of motivation to learn and three facts of learning burnout. Thereunto, being down in spirits correlates negatively with all the six facts of lack of personal accomplishment. However, there exists prominent negative correlation between social orientation, acquisition of knowledge and depression, meanwhile, the correlation between fear for failure, personal accomplishment, micro community orientation and depression are positive. Among other prominently correlated factors, prominent negative correlation just exists between acquisition of knowledge, social orientation, micro community orientation and malpractice, prominent positive correlation between fear for failure and malpractice(3)By regression analysis, we found that the acquisition of knowledge, perceived academic efficacy for ability and social orientation can negative predict depression, perceived academic efficacy for behavior, fear for failure, personal accomplishment can positive predict it. When come to the malpractice, the way how the six factors predict it is just as the same as the depression. Lack of personal accomplishment can be predicted negatively by perceived academic efficacy for ability, social orientation and perceived academic efficacy for behavior.Just as the research revealed, in order to handle the learning burnout of the students, in our viewpoint, we should make the students keep generating higher need on study by rising their academic efficacy and noble learning motivation.