A Study On Senior School Students’ Learning Burnout And Its Influencing Factors

In order to gather information/data on high school students’ learning burnout and what factors are at play, the author made 2 questionnaires on the aforementioned topics and chose 819 respondents to carry out the research. The finding shows: 1. The questionnaire on what are the factors that influence high school students ’ learning burnout has demonstrated evidence of reliability and validity; 2. The problem of learning burnout among high school students is not serious in general. 3. Learning burnout varies on students’ gender: boys score higher in grade average and the total score than girls. Differences are also observed in emotional exhaustion and their total scores. The grade they are in plays a significant role too: on the whole, students in senior year show most serious condition while students in first year show least; In addition, emotional exhaustion, teacher-student relationship and physical exhaustion are also important factors that cannot be ignored. However, learning burnout shows little difference in the type of schoo l they are attending. Students who go to city-level key schools score highest while students in ordinary schools score lowest. Students in provincial-level high schools stand somewhere in between. There is no notable difference between science subjects and liberal arts ones. 4. The degree of influence these factors have on subjects shows no clear relation with their gender, but girls score higher in average. Students in science or liberal arts classes show no difference. 5. A significant association between learning burnout and the various factors mentioned has been observed. Classroom teaching-related factors matter the most, with subjective evaluation, external environment and subjects’ characterist ics influencing them from second highest to lowest.