The Relationship Among Learning Burnout, Developmental Assets And Academic Self-efficacy Of Junior Middle School Students

At present, learning burnout played an important role on the quality of teaching, especiallyon middle school students’ physical and mental health problems. Under the reform of China’sgreat efforts to promote quality of education situation, the old education system exposed seriousproblems. Young people’s physical and mental health issues become an important issue with bothgrades have been proposed. To develop scientific and rational quality education reform programneed collect all aspects information of young people. Based on this reality, to explore thepsychological status of adolescents, and the internal and external factors of Students burnout haspractical significance.This study is based on the analysis of the relevant research literature at home and abroad,combined with the development of resources, youth development concept of psychologicaltheory to conduct a preliminary study. Sort of learning burnout, development resources, efficacystudies related concepts, theories, research progress, etc. Take Qingzhou and Zaozhuang city inShandong province for examples, with the method of analysis of variance, correlation, regression.Figure out the relationship of learning burnout, resources and academic development. Besides,put up useful methods of improving academic performance and reducing the sense of practicalresponses learning burnout.The study found:1. Middle school students learning burnout in the lower middle level: In gender, grade, anddistract the study results have great differences. The boys are significantly higher than girls.There is no significant difference between students from countryside and students from cities.The different grade of middle school students and teachers and students in learning burnoutscores from the differences significant. The first grade get the lowest scores, and the third gradeget the highest scores. Refer to the relationship of study scores and learning burnout, studentswho get good scores also get low learning burnout scores.2. Middle school students development resources in the lower middle level, nearly more than50%got scores lower than3, especially the “make full use of after school time” got the lowestaverage scores. In gender, the girls of social support is a little higher than the boys degree ofdevelopment resource degree; The different grade of middle school students friends support,other support and social support total score significant differences. Middle school students incities get more development resources than students from countryside. 3. Middle school students academic self-efficacy in above the average level; In gender, grade,the study results have great differences. The boy in learning self-efficacy of dimensions weresignificantly lower than the girl; The different grade of high school students in learningself-efficacy and academic self-efficacy total score significant differences; Different grades ofmiddle school students in academic self-efficacy dimensions and academic self-efficacy totalscore significant differences. Middle school students academic self-efficacy and learning burnoutexist significant negative correlation, middle school self-efficacy level is lower, the higher thedegree of the learning burnout.4. Middle school students’ development resources and academic self-efficacy existsignificant positive correlation. Middle school students of the higher level of developmentsources, academic self-efficacy level is higher.5. Regression effects of development resources and learning burnout is remarkable, andregression of development resources and academic self-efficacy is also remarkable.6. Middle school students’ academic self-efficacy has some intermediary effect betweendevelopment resources and learning burnout.