Cross-cultural Study Of College Students’ Learning Burnout And Self-determined Motivation

Learning Burnout Refers to the students who have no interesting inlearning or lack of learning motivation but had to learn, it lead to three maindimensions:overwhelming exhaustion,feelings of cynicism and detachmentand a sense of effectiveness on the study. It will lead to college studentsserious long-term separation with learning and affecting students academicachievement and professional career development.Motivation as animportant factors of non-intellectual,it is a core strength motivate studentsto learn, Input level of learning motivation affecting student learning effectand learning ability.Self-determination motivation stressed the autonomy ofthe motivation, the motivation including four different degree of adjustmentstate constantly transformed by no motivation to internal motivation, theyare external regulation, introjected regulation, identified regulation,integrated regulation, regulation of motivation from the controllingmotivation gradually transformed to the self-regulation of motivation.This study use the Maslach Burnout Inventory-Student Survey(MBI-SS)and Academic Motivation Scale (AMS-C28) College Version, survey of556college students of three universities in China, and the192students of theCentral University of Florida, U.S., the results are as follows:(1)Chinese college students’ learning burnout average score is3.94, TheU.S. college students’ learning burnout average score is3.63, are both close to the average score4, that means there are moderate level of learningburnout of both the U.S. and Chinese college students, the learning burnoutaverage score of Chinese college students is slightly higher than the U.S.college students, but there is no statistically significant difference betweenthem.There are significant differences between Chinese college studentsand U.S. college students in the three dimensions of learningburnout:emotional exhaustion, cynicism, personal inefficacy.(2)There are significant differences in the three aspects of gender,grade,subject.between China and the U.S. college students learning burnout.(3)China and the United States college students Self-determinationmotivation both shows more controlling regulation motivation thanself-regulation motivation. There is no statistically differences of Controllingregulation motivation between China and the United States College Students,but there exist significant difference in self-regulation motivations, UnitedStates college students’ self-regulation motivations (US=4.93) wassignificantly higher than Chinese college students (M=3.62).(4) There are significant differences in the aspects of gender, grade,subject between China and the U.S. College Students Self-determinationmotivation.(5)Both China and American college students learning burnout andself-regulation motivations show a significant negative correlation, thecorrelation coefficient of the United States are higher; Chinese collegestudents learning burnout and controlling regulation motivation showed asignificant positive correlation. American college students learning burnoutand controlling regulation motivation positively correlated, but notsignificantly correlated.