Study On The Relationships Among Learning Burnout And Speciality Recognition, Resilience For College PE Major Students

Based on the analysis of correlative researches of previous scholars for learning burnout, speciality recognition and resilience, three hypotheses are proposed in this study. This study takes students majored in Physical Education of Fujian Normal University as the research object and researches the relationship between learning burnout, speciality recognition and resilience using literature consultation, questionnaire survey method and mathematical statistic method.The study adopts some scales as the research instrument those are the college students learning burnout chart compiled by Lian Rong et al(2005), the learning burnout chart of the technical course of college students majored in PE compiled by of Jia Yan(2007), the college students majored in PE professional identity chart compiled by Liao Tingting(2011) and the resilience chart compiled by Yu Xiaonan et al. (2007). For this study, we did the questionnaire survey on 483 students from the School of Physical Education and Sport Science, Fujian Normal University. We used the SPSS 19.0 statistical software to analyze the data obtained by the questionnaire survey. After processing the data by descriptive statistics, t test, variance analysis, correlation analysis and regression analysis, we draw the following findings:1. Overall the students’learning burnout is at the middle level where the highest scores is misconduct dimension, which means the students majored in PE learning burnout more reflected in their behavior. The learning burnout in theory course is more serious than that in technical course. what’s more, Learning burnout in theory and technical course has significant difference in different gender, grade, profession, special course, academic record, goal clarity.2. The speciality recognition of students is generally above the medium level. There are significant differences between different professions, specially selected sports and goal clarity, but there is no difference between different gender, grade, place of residence and academic record.3. The resilience of students is generally above the medium level. There are significant differences between different gender, academic record and goal clarity, however, there is no difference between different grade, profession, specialty and place of residence.4. There is close relationship between students’ speciality recognition, resilience and learning burnout. There is a significant negative correlation between any two of the learning burnout, resilience and speciality recognition. And there is a significant positive correlation between resilience and speciality recognition.5. Speciality recognition and resilience have predictive effect on learning burnout while their explaining degree is relative very low, so they are not the determinant of learning burnout. Other moderator variables are needed to explain between and among the three.