The Burnout And Its Influencing Factors Of Junior Middle School Students Mathematics Learning

Learning burnout usually refers to the performance on the behavior and psychology in the fieldof the students’learning such as negativity, pessimism, conflict, the lack of personal complishmentand so on. Deep and systamatic researching on learning burnout is benefit to know better about itsperformance form, development trend and infulunce factors .It will also help us do better inintervening or avoiding learning burnout. Till now, such research still be in the initial stage both athome and abroad, in addition, most researches are limited to the general subject but short ofcombining with the characteristic of special subject. In particular, there are few researches take themathematic into account. As a result, we know little about the mathematical learning burnout.Therefore, wo have to pay more attention on the mathematical learning burnout both in the theoryand practice.Based on the past researches , choosing the junior high school students as the object, on thebasic of the learning psychology theory, combined with the charactors and current situation of thejunior high school students’mathematical leaning .In this paper , we mainly discuss the conclusionsas follows.1. We have got that junior middle school students’mathematical learning burout has threefactors: mental exhaustion, the lack of personal learning complishment and the negation attitudetarword the teachers.2. There are several factors such as success and faliure experience, schoolwork burden,teacher-initiating behavior, teacher-responding beahavior ,learning motivation can predict thelearning burout significantly. In another word, for students, mathematical learning burnout is likelyto occur while there are more failure experiences, larger external pressure, more distression resultfrom the abstraction and rigorousness of mathematics decipline, less effective teacher-initiating orteacher-responding beahavior, and less internal learning motivation.. The failure experience andschoolwork burden have the highest prediction.3. The influence factors show different levels of correlation. For example, learning motivationshows negative correlation, this shows that when students tend to the internal mathematical learingmotivation, there will be less nagetive influence caused by the other foactors. It enlightens that ,inorder to relieve the negative influence caused by the other factors, wo should strengthen the students’ internal mathematical learing motivation training. Vice versa.4. There is no significant correlation between mathematical generalization ability andmathematical learning burnout of junior middle school students. The further interview shows that themain causes to the mathematical learning burnout of the“typical students”(which get high scores bothin the mathematical generalization ability test and mathematical learning burnout performancesquestionnaire ) are psychology pressure because of the high external expection, excessive self-esteemand the lack of effective communications with teachers and parents.5. Both of the mathematical learning burnout forms and its influencing factors show thefollowing trends on the whole: the level of burnout in grade 3 is significantly higher than grade 1 andgrade to, while thers is no significant difference between grade 1 and grade two. The same situationalso occurs in the factors impacting on the three grades’students. The synchronous variation tendencyis understandable : with the increasing impact of factors on students, the mathematical learningburnout level continues to rise. It is not difficult to conclude that the grade 2 is a important turningpoint in mathematical learning burnout.6. Based on the theoretical analysis and empirical study, we put forward several teachingsuggestions to ease the junior middle school students’mathematical learning burnout as follows:enhancing students’successful experience in the daily course of mathematical learning, easing thestudents’psychology pressure cause by the schoolwork burden, establishing a positive image ofmathematics teachers, enhancing the students’internal mathematical learning motivation, payingattention to the psychological counseling for“typical students”. In order to avoid or alleviate thejunior middle school students’ mathematical learning burnout occurring or persisting.