The Influence Of Interpersonal Relationship On Learning Burnout In Junior Middle School Students: The Mediating Role Of Coping Styles

Learning burnout has become more and more serious at the stage of basic education in our country, and especially has been the problems in middle school education at the stage of compulsory education in junior high school. In the study, we define the learning burnout as due to the pressure of study or other psychological aspects, the emergence of the mental and physical exhaustion, loss of confidence and a sense of achievement deficiency on the individuals while acquiring knowledge. Some related researches on learning burnout showed interpersonal relationships and coping style have respectively great impact on learning burnout. With 954 (available data 928) study subjects of the students in grade one and two, this study has explored the influences that the school relationships and coping style of junior middle school students have on their learning burnout by applying the evaluating scale of the teacher-student relationship, peer relationship questionnaire, the scale of coping style of junior middle school students and the learning burnout questionnaire; and further discussed the mediating effect that coping style in the relationship of junior middle school students has on the role of learning burnout. Then in accordance with the results of the study, we could put forward the corresponding educational suggestions and the results of study that enrich the aspect of learning burnout, in order to provide some help for reducing or preventing the level of learning burnout of junior middle school students. This study gets the following conclusions by verifying the hypothesis:1. The overall situation of the learning burnout of junior middle school students is not serious, and its highest score is in the factor of the sense of low achievement; gender has no significant differences on learning burnout and its various factors; grade has significant differences in learning burnout, emotional exhaustion and depersonalization, and no significant differences in the sense of low achievement.2. Teacher-students relationship in junior middle school is in good condition in general. Gender has no significant differences in the total score of teacher-student relationship; grade has significant differences in the total score and its various factors.3. Peer relationship in junior middle school students is good in general. Boys scores higher than girls on peer relationship, but their differences are not significant; students in grade two score significantly higher than those in grade one.4. Junior middle school students use more the coping that points to the problems in coping style. Gender has no significant differences in coping style of junior middle school students; grade also has no significant differences in the copings that are pointed to the problems and the emotions.5. There are significantly negative correlations between junior middle school students’ teacher-student relationships and its factors, and the learning burnout and its factors. In the stepwise regression analysis, the degree of difficulty of closing to teachers, the situation of the relationship and difference in status between teachers and students are entering the equation in proper order, which explains the amount of 27.8% of the variability in learning burnout together.6. There are significant negative correlations between peer relationships and the learning burnout and its factors, which could explain the amount of 19.5% of the variability in learning burnout.7. The coping of problems that are pointed and emotions that are pointed respectively have negative correlations and positive correlations with learning burnout, and the correlations are significant. The problem solving and rational explanation of the coping of problems that are pointed are entering to the equation, which explains the amount of 23.1% of the variability in learning burnout. Furthermore, all the factors of coping of emotions that are pointed are all entering to the equation, which explains the amount of 8.8% of the variability in learning burnout together.8. The coping of problems that are pointed and emotions that are pointed in junior middle students have the mediating effect on the part of the effects on learning burnout in the school relationships (teacher-student relationship, peer relationship).