The Relationship Among Parenting Style, Student Burnout And Learning Engagement

Learning Burnout is one of the states of mind that has sustained negative effect onlearning for student. Student burnout refers to a sense of exhausting because ofacademic pressure, and induced an attitude of gird or alienation. As a student who haveburnout often feel incapability. Students in middle school facing many choices such as goto high school for further education and go to the vocational school. Many affective orbehavior problems may occur to students on the influence of these factors, and theninduced burnout. Student burnout not only have negative influence on academicperformance but also have negative on the development of their personality, mentalheath and many other behavior or affection problems. At the same time, some studentsindulge themselves in their academic performance actively in spite of those blockages.We call those positive behavior learning engagements which have positive influence onthe development of students and their academic performance. On the current study, weexplored these two phenomenons by the comprehension of their parenting style. On theon hand, this study can extend the scope of burnout and learning engagement theoriesand experiment; on the other hand, they can offer a useful introduction for parents’education.The study focused on the influence of parenting style on student burnout and learningengagement. 326 middle school students from 6 schools were investigated usingquestionnaires method. By person relation and regression statistics analyses, we find(1) there are no influence of gender and grade on student burnout and learningengagement; (2)parenting style have influence on student burnout(△R~2=0.18),significantly. Specifically, dimension of firm control has positive influence on student burnout(β=0.34，p<0.01),significantly; Parenting acceptance and psychologicalautonomy have negative influence on student burnout（β=-0.25, p<0.01，β=-0.19,p<0.05）,significantly; (3) parenting style have influence on learning engagement (△R2=0.15), significantly. Specifically, dimension of firm control has negative influence onstudent burnou（tβ=-0.14，p<0.05）, significantly; Parenting acceptance and psychologicalautonomy have positive influence on student burnout（β=0.28，p<0.01；β=0.18，p<0.05）,significantly;(4) student burnout have negative influence on learningengagemen（tβ=-0.43，p<0.01,△R~2=0.25）, significantly. More detail on the relationshipamong parenting style student burnout and learning engagement are discussed.