Students' Burnout Main Factors And Their Individual Differences Research

Based on the results and inadequacies of former researches, this dissertation makes a tentative theoretical study on the connotation, features, forming process and the main influential factors of middle school students' learning burnout. By a self-edited Inventory of the Influential Factors of Middle School Students' Learning Burnout, the researcher attempts to testify the hypothesis on those main factors of the middle school students' learning burnout, and analyze their respective degree of influence and their individual differences to middle school students' learning burnout.From the study, the researcher indicates the following conclusions:1. The connotation of learning burnout. 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 and passion-shrinking, and so on, and treat on a series of learning behavior by negative or avoidance attitude, which is called learning burnout.2. The characteristics of learning burnout. Learning burnout possesses infectivity, gradualism, relative stability, uniqueness, and persistence.3. The forming process of middle school students' learning burnout. The research divides learning burnout into three phases: occasional-failure phase, often-failure phase, and learning-burnout-forming phase.4. The main influential factor of middle school students' learning burnout. There are six main influencing factors: academic self-efficacy, external pressure, teaching facilities, lesson pressure, success-failure experiences, and interpersonal relations. Comparatively speaking, among those factors, while students' academic self-efficacy and external pressure tend to exert more influence on learning burnout, interpersonal relation, the least.5. The individual difference in the main influential factors. There is the individual difference in the influential factors of middle school students' learning burnout. To be exact, students' academic self-efficacy, external pressure, and teaching facilities have more influence on those students ranking first 20 than those in last 20; lesson pressure exercises more influence on grade 3 students than other grades in either junior or senior middle school; for grade 3 senior middle school, students' academic self-efficacy exerts more on students ranking behind 20 than those in front of 20; among boy students, the influence of external pressure is stronger in senior middle school than in junior middle school, and it also affects more village students than those from towns.