A Study On Learning Burnout And Attribution Of High School Students At Different Learning Levels

High school stage is a period of great specialty and importance in one’s life. It is also the key time for people’s psychological and physiological development. This study is to investigate the relation between learning burnout of high school students and its attribution way under different levels of learning intensity, enriching domestic research in this field to some extent. Further discussion on this relation is expected to guide high school students how to study with willingness and efficiency, accounting much for their physical and mental health. What’ more, this study is helpful for teenagers to make better preparations for their future.This study selected 128 high school students from the High School Affiliated to Qufu Normal University and divided them into three groups according to academic records, taking the top 27% as advanced-learning students, the last 27% as slow-learning students, and the rest as average students. We adopted the questionnaire approach with two scales “The learning burnout scale for high school students" and "The academic attribution scale for primary and middle school students ", and used SPSS20.0 to analyze the relation between learn burnout and its attribution. The following are some conclusions:1. The difference in the demographic variables of learning burnout and other dimensions is shown as following: Gender makes no difference, but whether is an only-child account in the dimension of physiological depletion. High school students with siblings are found to have significant higher scores than only-child students. In group survey, advanced-learning students perform better than slow-learning students in overall level of learning burnout and other dimensions.2. In the way of attribution, high school students tend to attribute academic success to stable factors; but faced with failure in schoolwork, high school students tend to explain with unstable factors relatively; In terms of gender, a larger number of male high school students than females attribute academic failure to internal factors; In terms of whether is a only-child, there is significant difference between male and female high school students. In group survey, advanced-learning students attribute academic success to stable factors and failure to unstable factors, while slow-learning students are on the contrary.3. In the attribution of learning burnout and academic success, luck, help of others, and mood cause negative impact on the learning burnout. In the attribution of learning burnout and academic failure, the ability is a negative factor to learning burnout. In group survey, there is significant difference between advanced-learning and slow-learning students.4. Advanced-learning students have a low level of learning burnout and attribute academic success to stable factors, such as ability, persistent efforts. Slow-learning students have a high level of learning burnout, and attribute academic failure to unstable factors such as help of others and luck.