Middle School Students' Academic Burden Attitude Relationship With School Of Happiness

Students’studyng burden has been of concern in the education reform.Previous studies focused on the real burden,however what makes the impact on students is the attitude of the students’studying burden.School well-being is an important indicator of school effectiveness and student development, the attitude of students’studying burden affects their school well-being.In the current educational background adjusting the studying burden to improve students’school well-being via social support is an important theoretical and practical issue. Social support for this problem in this article from the point of view that social support will reduce the burden student perceived, can improve the subjective well-being of the students in the school to improve school performance. In this study,we use"School well-being Scale","Sudent Attitude Scale for Studyng Burden"," Adolescents’Social Support Questionnaire"to investigate1056middle school students concluding fresh man in junior school to senior in the high school. The main findings of the study are as follows:1.There studying burden.Examination brings more pressure to girls and girls feel harder to adjust the existing education system.Rather than girls boy have more lack of interest in learning,learning initiative,planning,adaptability and affordability.2.Higher grades students perceive heavier studying burden,more negative emotions and more negative action taken in the face of the studying burden.3.Relative to the non-student leaders, student leaders perceive lower academic difficulty and higher interest in learning activities,fewer learning anxiety.Learning initiative,adaptability,planning,affordability of student leaders are better than that of non-student leaders.4.Relative to students who do not participate in the associations of students, participaters have more interest in learning and better planning in the study.5Relative to urban students,the rural students perceived less amount of homework, willing to accept assignments of teachers and parents.The entrance exams and the teaching methods bring them less pressure.They are more able to accept the existing examination system and teachers’classroom teaching.They have more interest in learning but feels more difficulty of homework,exams and classroom teaching.They have more learning anxiety.6.Relative to students in the key classes, non-key-class students feels more difficulty of homework,textbooks and classroom teaching.They are more opposed to the rankings.The expectations of parents bring them more pressure.They are more lack of interest in learning and feels more higher anxiety.They are more opposed to the large amout of the homework and feeis harder when facing pressure of studying burden.7.Students in the multigenerational families have better attitude of studying burden than that of nuclear families and divorced families.8.Relative to the non-key middle school students, key middle school students feels heavier homework and heavier studyding burden.The entrance examination bring greater pressure to them and they are more difficult to accept the current examination system and the teachers’classroom teaching methods.Their affordability of pressure is poor and feel more studying difficulty.They are able to understand the teaching materials and classroom content.Parents expectation bring them greater pressure and they have less learning anxiety and more motivation in study.9.Between the attitude of studying burden and school well-being, family support and students support act the regulatory role.Teacher support affacts the school well-being as the influence of the main effect.