Research On College Students’ Learning Burnout, Motivation And Attribution Styles Relations

With the advent of the popularity of higher education and the information age, and college students ’effort is a lot of useless information depletion, college students’ learning burnout phenomenon is becoming more and more prominent. Learning burnout and influencing factors in this paper survey of college students and its relationship with teachers attribution, learning motivation.Rong and other research tools using even the preparation of "learning burnout scale," Huang Xiting "learning motivation questionnaire," Wang Limin prepared "Attribution Style Questionnaire" investigation. Survey of children Shijiazhuang Teachers College college students, a total of 300 questionnaires were returned of 300 valid questionnaires questionnaires to 100%.The results are as follows:(1) whether the only child on learning burnout is not significant. Inappropriate behavior, the total amount of learning burnout dimension table, there was no significant difference between the various grades. In the depression dimensions, freshman scored significantly higher than sophomore. In low-dimensional sense of accomplishment, sophomore scored significantly higher than freshmen and juniors, juniors scored significantly higher than freshman.(2) progress in knowledge, social orientation, personal achievement, motivation, and other dimensions of the total table, without siblings of students scored significantly higher than students without siblings. Progress in knowledge dimension, social dimension of orientation, personal achievement dimension, in the total amount of motivation tables and other dimensions, freshmen and juniors scores were significantly higher than sophomore. Oriented dimension oriented in others, students scored significantly higher than freshman sophomore; avoid defeat in dimensions, the difference was not significant between different grades.(3) There was no significant difference in the impact the only child of attributional style. In itself- and others in the overall- the local dimension, scored significantly lower than freshman sophomore and junior; in due manner of the total table dimensions freshman scored significantly less than the sophomore and junior; persistent- temporary dimension score difference between different grades was not significant.(4) learning burnout, they have a significant correlation between motivation and the various dimensions of attribution mode. Attribution way of learning motivation has a significant positive effect, motivation for learning burnout has significant negative predictor, attribution and motivation for learning together burnout has significant negative predictor; attribution methods on learning predictors of burnout is not significant. In the motivation of learning burnout prediction process, attribution has a mediating effect.