The Relationship Class Mental Atmosphere, Learning Respomsibility And Academic Burnout In Collage Students

The impact on Academic burnout factors has been more asubject of concern in educational psychology. In this study, thecharacteristics and status of college students’ Academic burnoutexplore class mental atmosphere, learning responsibility andAcademic Burnout found different class mental atmosphere willaffect college students learning burnout, different levels of learningresponsibility and also tertiary students，Academic burnout, classpsychological Atmosphere, learning responsibility plays animportant role in the development of college students’ Academicburnout.In this study, college students class mental atmosphere Scale,college students to learn responsibility questionnaire and collegeacademic burnout (MBI-GS Revision) as the main research tool,combined with interviews of the City of LinFen,790students in4colleges, and found that:(1) College students’ Academic burnout score higher on thewhole, college students Academic burnout is higher than thetheoretical value accounted for47.5%, college students moderateto severe Academic burnout. (2) College students’ Academic burnout showed differences ingender, grade is also true, and the result was significant. The boyson the two dimensions of the low personal accomplishment andcynicism scores were significantly lower than girls; dimensions ofemotional exhaustion, boys score lower than girls, but did not reacha significant level. The junior learning burnout significant higherthan the freshman learning burnout, but the difference was notsignificant between Academic Burnout of freshmen and sophomoreyear, sophomore and junior grade score.(3) College student class mental atmosphere there are genderdifferences and grade differences. These two dimensions in theclass mental atmosphere of the overall score and the cohesion andclass cadre, girls score significantly higher than boys on the otherdimensions, men and women score difference did not reach asignificant level. Different grades of the students in the classmental atmosphere there are significant differences. Third yearclass mental atmosphere total score was significantly lower thanthe score of the freshmen, have shown the score graduallydecreasing from the first to third on each dimension.(4) The overall level of college students’ learning responsibility isnot subject to further cultivate and improve. College students learna sense of responsibility there are gender differences and gradedifferences. The difference was significant in six dimensions oflearning responsibility, girls score significantly higher than boysscore. Different grades of the students there are significantdifferences in the learning responsibility. Learning responsibility ofthe third year the total score was significantly lower than the total score of the freshmen; role of responsible behavior dimensionfreshmen students scored higher than sophomore, junior gradestudents score, and the difference was significant.(5) Different class mental atmosphere will affect the level ofcollege students learning burnout, a negative correlation betweenthe two.(6) College students with learning responsibility at differentlevels, the level of learning burnout is not the same, a negativecorrelation between the two.(7) Classes of college students’ psychological atmosphere willaffect their learning responsibility, a positive correlation betweenthe two.(8) Learning sense of responsibility to play a mediating rolebetween the class mental atmosphere and learning burnout.