Research On The Relationship Of College Students’ Professional Commitment Learning Satisfaction And Learning Burnout Of Korean Nationality And Han Nationality

Since the reform and opening up, China’s higher education to achieve development by leaps and bounds, the number of students in colleges and universities is increasing year by year, China’s higher education has entered the popular stage of development. Accompanied by the phenomenon of increase in the number and quality of higher education have also changed lifestyle and learning attitudes of students’learning presents a complex and diversified characteristics and college students love the network, games, skipping classes, being late for class, leave early and cheating have occurred,the students’learning situation is not optimistic. Students on their professional interests or their own looking forward to not being met, and learning to lack of motivation, and had to carry out learning activities, they will feel sleepy, tired, frustrated and frustration, which began to appear bad learning behavior of avoidance learning, etc.. China is a multi-ethnic country, different ethnic minority college students as a special group of colleges and universities, because of their special psychological and cultural characteristics, their professional commitment to learning satisfaction and learning burnout vary due to different national culture.In this paper, qualitative and quantitative methods, Yanbian University students for the survey, selected960university students with liberal arts, science and engineering, medicine, agriculture, division Fanke and subjects Professional carried out a questionnaire and interview survey.the professional commitment of the DPRK, Chinese students, learning satisfaction and learning burnout status and differences investigated and analyzed to explore their professional commitment, learning the satisfaction of learning burnout, professional commitment, learning satisfaction and learning burnout three relationships, provide the scientific basis for the school education sector to develop targeted prevention and mitigation measures to help improve the quality and the overall level of higher education teaching, Enrich students, especially minority nationality students learning psychology and research ability.(1) Korean nationality and Han nationality Students in the professional commitment to learning satisfaction and learning the existence of significant differences in burnout.(2) Korean nationality and Han nationality students professional commitment and learning burnout, negative correlation; learning satisfaction and learning burnout, negative correlation; positive correlation between professional commitment and learning satisfaction.(3) Korean nationalityl Learning Burnout effective predictor variables for emotional commitment, ideal commitment, normative commitment, and teaching facilities; Korean college students to learn the burnout predictor variables for emotional commitment to the ideal commitment and learning environment; Students’Study burnout effective predictor variables for emotional commitment to the ideals of commitment and normative commitment.(4) Korean nationality(1), Korean nationality(2) and Han nationality Students grouped to produce learning burnout predictor variables tend to the emotional commitment to the professional commitment, the ideal commitment, normative commitment and continued commitment to internal factors; and the low grouping students learn burnout effective predictor variables tend to learn the satisfaction of the quality of teachers, teaching the public facilities and interpersonal relationships of these external factors.(5) Korean nationality(1), Korean nationality(2) and Han nationality Students professional commitment plays an intermediary role between learning satisfaction and learning burnout.