Research On Relationship Among College Students’ Learn Ing Burnout, Psychological Capital And Coping Style

Learning Burnout refers to negative attitudes and behavior which are tired of learning stress or lack of interest in learning for learning. The study shows that, learning burnout which influence college students’ core competence and value are important factors which not only affects the physical and mental health of college students, but also is an important embodiment of the teaching quality of higher education. Through the literature review, the author found the fact that, although current sdudy about college students learning burnout are more, but the larger scope of research from the perspective of the psychological capital, coping styles to explore the psychological capital, and coping style with college students’ learning burnout relationship are few. This study through a larger range (extract Sichuan Province,1080students,12colleges and universities) investigate and the use of College Students Learning Burnout Questionnaire, Positive Psychological capital Questionnaire (PPQ), Simplified Coping Style Questionnaire, explore the relationship about college students’ learning burnout, and psychological capital and coping style. The results show that:1. The students ’Learning Burnout:Learning Burnout overall situation is not good, needing attention, inappropriate behavior in the students’ learning is more prevalent, overall fatigue rate of learning burnout state reached37.5percent in the number of people. College Students’ learning burnout and each dimension are significant different in gender, grade, family atmosphere, roommate relationships, professional attitude,but there was no significant difference in the nation, place of origin, only case, and left-behind experience.2. The students ’psychological capital:College Students’ psychological capital total scores and the scores of Each dimension are over4points, psychological capital overall situation is in good condition. College Students’ psychological capital total scores and each dimension are significant different in gender, grade, place of birth, family atmosphere, roommate relationships, professional attitude, but there was no significant difference in the nation, only case, and left-behind experiences.3. The students’ coping style:Students overall more are used to using the more positive elements of coping style when they are facing stress state. Coping style of college students is significant different in gender, grade, place of birth, family atmosphere, roommate relationships,and professional attitude, but there was no significant difference in the nation, only case, and left-behind experiences.4. The correlation analysis showed that:College Students’ learning burnout and its dimensions and psychological capital and its dimensions showed extremely significant negative correlation (P<0.01). College Students’ positive coping and coping tendencies and learning burnout of college students and each dimension showed extremely significant negative correlation (P<0.01). College Students’ negative coping dimensions and depressed mood, improper behavior and learning burnout appears extremely significant positive correlation (P<0.01), but no significant correlation with low personal accomplishment. College Students’ learning burnout and the dimension of psychological capital and each dimension showed extremely significant negative correlation (P<0.01). College Students’ positive coping and coping tendencies and college students’ psychological capital and each dimension showed extremely significant positive correlation (P<0.01), negative coping and psychological capital and each dimension showed extremely significant negative correlation (P<0.01)5.Regression analysis showed that:hope, negative coping, resilience, optimism and self-efficacy of five predictor variables with significant regression effect can be explained by learning fatigue34.1%of the variation.Hopefully, negative coping, resilience and optimism four predictor variables with significant regression effects, depression27.7%of the variation can be explained.Hope, optimism and negative response to the three predictor variables with significant regression effects, and possible solutions to the misconduct of variation of23.9percent.Psychological Capital, toughness, negative coping and optimism four predictor variables with significant regression effect, can explain the sense of achievement21.6%of the variance.6.Path analysis showed that:self-efficacy, resilience, hope, optimism, negative response to a significant direct effect on learning burnout.At the same time, negative coping play a partial mediating effect.