The Influencing Factors Of College Students’ Learning Burnout And Its Intervention Study

Objective:This study analyzed the present situation of college students’ learning burnout and the relationship between the influencing factors, through the survey of college students’ learning burnout and its influencing factors. The study explored the relationship between college students’ learning burnout and learning engagement, and analyzed college students’ learning burnout in learning engagement prediction effect. The study explored the role of group counseling activities to improve college students’ learning burnout, so as to put forward the ways to solve college students’ learning burnout.Method:This study adopted the method of cluster sampling, and picked up 1033 college students as subjects, general situation questionnaire, Academic Burnout Scale for the College Students, Academic Self-efficacy, Simple Coping Style Questionnaire, Adolescent Life Events Scale, Social Support Rating Scale and Learning Investment Scale were used,and data was analyzed by variance analysis, t test, correlation analysis and regression analysis. Based on the baseline survey results, 70 students were selected who had high scores in learning burnout and each dimension, then they were randomly divided into two groups averagely as the experimental group and the control group, the people of experimental group received group counseling intervention, and the people of control group didn’t receive any treatment, to explore the effect of group counseling activities on college students’ learning burnout.Results:1. College students in learning burnout scores on average is 57.74±10.654, with the highest score is 100 and the lowest score is 20.2. About the college students’ learning burnout, significant difference quantity was found in gender, grade, age, monthly cost of living, profession satisfaction, whether to have internship, whether served as the class cadre. And there was no significant difference in whether is the only child and birthplace.3. The college students’ academic self-efficacy, the positive coping styles, the socialsupport and learning burnout had significantly negative correlation(p<0.05); and college students’ life events, negative coping styles and learning burnout had significant positive correlation(p<0.05). Regression analysis showed that the main factors influencing college students’ learning burnout included learning behavior self-efficacy, self-efficacy of learning ability, professional evaluation and other, the cost of living, negative coping, punishment and gender.4. College students’ school burnout and its dimensions and learning engagement total score and its dimensions had a significant negative correlation( p<0.05). Regression analysis showed that all dimensions of learning burnout as the independent variable to study investment as the dependent variable into the regression analysis, depression,misconduct and low sense of achievement all entered the regression equation.5. Intervention research results: Repeated measures analysis of variance showed that depression(F = 8.143, p < 0.01; F = 4.285, p < 0.05) and the misconduct(F = 4.507, p <0.05; F = 4.581, p < 0.05), had significant differences in the treatment effect and time effect, and academic burnout scores(F = 5.018, p < 0.05; F = 152.459, p < 0.001; F =133.365, p < 0.001) had significant differences in the treatment effect, time effect and interaction effect. Further comparisons revealed: the students of the experimental group and control group had significant differences in the depression, misconduct dimension and academic burnout scores on immediate post-test and delayed post-test. Repeated measures analysis of variance showed that the learning ability self-efficacy(F = 5.839, p < 5.839),academic self-efficacy scores(F = 6.552, p < 0.05) and positive response(F = 6.436, p <0.05) had significant differences in the treatment effect. Further comparisons revealed: the students of the experimental group and control group had significant differences in the learning ability self-efficacy and learning behavior self-efficacy and academic self-efficacy scores on immediate post-test. And the students of the experimental group and control group had significant differences in positive response.Conclusions:1. College students’ learning burnout score and each dimension scores had been in a moderate, it was not serious but also is not optimistic, and the dimension in the academic misconduct in the three dimensions of burnout was more serious.2. The higher the college students’ academic self-efficacy, the lower its academic burnout level. College students who tend to take positive coping styles reduced the burnoutlevel, and students who tend to take the negative response produced more tired feeling.College students meet with all kinds of life events could not effectively handle, and was easy to lead to burnout, and the higher the stress strength, academic burnout level was higher. College students who felt higher social support had lower level of burnout.3. The higher college students’ learning burnout, the less learning engagement. School burnout of college students had a predictive role in learning engagement.4.Group counseling intervention to improve learning behavior self-efficacy and the choice of the positive coping strategies of college students had obvious effect, it significantly improved college students’ depression and misconduct problems, the effect of group counseling to improve college students’ learning burnout received partly validation.