Endogenous Structure Model Of Students' Learning Burnout In Middle School

Learning burnout refers to the student in the school environment, because in physical strength, stamina and ability is unable to cope with external demand, resulting from the physical and mental state, subsequently depleted may produce escape behavior about the Learning.Middle school students are in the important development stage of physical and mental and facing higher stress of education examinations, while in our country, the research about learning burnout just beginning, especially about students' learning burnout. For study their burnout and its internal factors, is not only beneficial to enrich the theory research, listless and favorable to understand the development of students learning burnout characteristic and the internal factors of its influence, provide empirical research foundation to improve, prevention study fatigue, improve the learning efficiency and enhance students' psychological health.This studies following "theoretical analysis - developed tools - actual measurement -development characteristics and related research - model establishment" research. On the basis of interview and literature analysis, the formulation of the study of middle burnout to survey questionnaire of students' learning burnout development characteristics.Explore the relationship between learning burnout with the academic self-efficacy, academic emotion, learning input, personality, coping styles in middle-school student, and establishes the endogenous factor models. Safely draw the conclusion:(1) Middle school students learning burnout structure consists of five dimensions constitutes: psychological depletion, body depletion, to learn apathy, interpersonal relationship separative, inefficient feeling.(2) Middle school students have some degree of learning burnout, close to medium burnout level, Junior Students and high school students learning burnout are both in mental tired feeling exhausted and outstanding achievement dimensions. Demographic variables affect learning burnout variables are gender, grade, whether they are the only child. (3) Problem solving and seeking support have a significant negative correlation with learning burnout. The factors of coping styles, such as withdrawal, decentralized and patience positively correlated learning burnout factors.The way to deal with the problem solving, patience are important prediction variables tolearning burnout factors.(4) Neurotic have a significant positive correlation with learning burnout factors , The big five personality extraversion, openness, agreeableness, conscientious have a significant negative correlation with learning burnout is factors. The personality of the nervous and conscientious is the important prediction variables to learning burnout.(5) Middle school students study emotion in sex, whether they are the only child, grade on there are obvious. Negative emotions have a significant positive with study burnout. Negative low awaken relevant highest with learning burnout and learning burnout dimensions。(6) Middle school students'Academic self-efficacy slightly above the median level, learning burnout is a significant negative correlation with academic self-efficacy of each factor, and learning ability self-efficacy is the most important prediction variables to learning burnout.(7) Learning input have a significant differences into different grades, low level of learning burnout, each factor of learn input have a highest negatively related to the low achievement of learning burnout. Learning burnout showed a significant negative correlation with learning input factors, and the energy of learninput is most important prediction variables to learning burnout.(8) Academic mood, coping styles and personality, learning input have significantly prediction functionon on learning burnout, studies self-efficacy indirect impact on learning burnout.(9) in learning burnout endogenous structure model, academic mood, academic self-efficacy, learning input and coping styles are intermediary variable, the four variables can be directly or indirectly to high school students learning effects, including academic emotions and academic self-efficacy have a bigger influence to students' learning burnout.