The Analysis Of Relationship Among Left-behind Junior School Students’ Learning Burnout, Academic Self-concept And Social Support

Learning burnout is a negative attitude and behavior. Referring to a negative psychological phenomenon when students get tired of learning because of chronic exposure to learning stress or a lack of learning interest. Previous researches about learning burnout had been always focused on college students. In recent years, there are increasing researches focused on middle school students, but the literature on the theme of learning burnout of left-behind junior school students is rarely seen. Due to a lack of parental care and supervision, a shortage of effective social support, the children left in the rural areas may become more resisted and indifferent towards learning, which may lead to occasional playing truant and dropout. Thus the study of left-behind junior school students’learning burnout is necessary. Two hundred and seventy-four rural left-behind junior school students were selected as participants, who were interviewed with "the middle school students’ learning burnout questionnaire ", academic self description of " SDQ-Ⅱ" and "social support scale ". The aim was to analyze the relationship among learning burnout, academic self-concept and social support and tried to provide the suggestions for intervention of alleviating the left-behind junior school students’ learning burnout, by which we could improve the children’s learning states and academic achievements as well as of their physical and mental health. Research conclusions are as follows:(1) The left-behind junior school students’ learning burnout was in a good situation, but there were 40.51% of the students with a high the lack of personal learning accomplishment. Left-behind junior school students’ learning burnout scores had significant differences in gender, grade, academic performance, class cadre.(2) There was a significant negative correlation between learning burnout and academic self-concept both in total score and each dimension. Analysis showed that academic self-concept could significantly negatively predict learning burnout.(3) The left-behind junior school students’ learning burnout was significantly negatively correlated with social support. In fact, except the correlation coefficient of the objective support and the lack of personal learning accomplishment, which hasn’t reached significant level, each dimension of learning burnout correlated negatively to each dimension of social support. Subjective support, the degree of support utilization have a significant negative predictive effect on learning burnout.(4) Social support was significantly positively correlated with academic self-concept of left-behind junior school students, except that objective support and speech self-concept,support utilization and mathematics self-concept have no significant correlation. Each dimension of social support and academic self-concept are significantly positively related. Subjective support, support utilization have an obvious positive predictive effect to academic self-concept.(5) Left-behind junior school students’ learning burnout, academic self-concept and social support are closely interrelated. Academic self-concept play partial intermediary role between social support and learning burnout. The higher left-behind junior school students’ social support level is, the more positive their academic self-concept will be, thus the less learning burnout will be.