Study On The Influencing Factors And Intervention Of Junior Middle School Students' Learning Burnout

This research through the questionnaire to 597 middle school students learning burnout,time management disposition,academic self-efficacy and perceived social support have been investigated,results showed that:(1)middle school students learning burnout,time management tendency,academic self-efficacy and perceived social support in the middle the degree of the scope.(2)in general,middle school students' learning burnout,time management disposition,academic self-efficacy and perceived social support have significant gender differences.(3)in the one-child,middle school students' learning burnout,self-efficacy and perceived social support had no significant difference,but there were significant differences in time management disposition on children,time management disposition only scored higher than non only children.(4)in the class cadre,middle school students' learning burnout,time management disposition,academic self-efficacy and perceived social There was a highly significant difference of support,served as class cadre of students better than not served as class cadres.(5)on the whole in addition to all dimensions of perceived social support and time management disposition on the age difference is not significant,middle school students' learning burnout and academic self-efficacy have highly significant difference.(6)the learning burnout overall and dimensions and general self-efficacy,social relations and time management and each dimensions has a significantnegative correlation,and general self-efficacy,social relations and time management and dimensions are positively correlated,and the correlation was significant.(7)academic self-efficacy plays an intermediary role in the relationship between time management disposition and learning burnout,and perceived social support role in the regulation of the existing path of learning burnout in time management disposition,have regulating effects on intermediary path self-efficacy.(8)experiments show that in Time management disposition of students training at the same time,in order to improve the social support enhancement of academic self-efficacy,through cultivate and improve the students' ability to deal with the academic pressure to reduce the level of learning burnout intervention strategies are very effective.Finally,several suggestions are put forward according to the conclusion,and points out the research value and shortcomings,to pave the way for for the follow-up study.