A Study Of The Relationship Between Academic Mood, Learning Burnout And High-efficiency Learning In Junior High School Students

At present, the research on efficient learning in China is mainly focused on selective attention,learning strategies, implicit learning, meta-cognition and non-intelligence factors. Among them,non-intellectual factors are the source of efficient learning. Academic sentiment, learning burnout as a non-intellectual factors, and high efficiency learning is closely linked. The research on the relationship between academic emotion, learning burnout and learning efficiency is less. On the basis of previous theories and practice on academic sentiment, learning burnout and learning efficiency, this study takes stratified random sampling principle, Randomly selected the Huanglong District, Guangzhou City, the town of high school, Zengcheng District, Lai City Street, the third middle school, Conghua seventh middle school in the first day, the second and third grade 555 students for the study. The questionnaire was used to investigate the learning burnout, academic sentiment and learning efficiency, and the data were analyzed by spss19.0. The T test was used to analyze the learning burnout, the single factor, the self-regulated learning scale and the self-Analysis of variance, correlation analysis, regression analysis, etc., systematically study the relationship between learning burnout, academic sentiment and efficient learning.Specifically, the main conclusions drawn in this paper are as follows:(1) Junior high school students in the academic experience of the level of moderate high, and positive class emotional experience more than negative class academic emotional experience.There were significant differences in the academic sentiment of junior high school students, but there were significant differences between men and women, especially in the case of positive high awakening and negative high awakening. Girls score was significantly higher than that of boys.(2) Junior high school students learning burnout level in the middle, the frequency is more common. Boys learning burnout feeling was significantly higher than girls, specifically in the psychological exhaustion, learning indifference, low sense of accomplishment three aspects. There is a difference in the level of learning burnout, the highest level of learning burnout in the ninth grade,and the lower level of learning burnout in the seventh grade.(3) Junior high school students have a low level of self-regulation, learning efficiency is not high, gender factors have little effect on learning effciency. Self-regulated learning has significant grade differences. Grade 7 students have better grades in self-regulated learning than in Grade 8 and Grade 9 students.(4) Positive emotions, whether high awakening or low awakening, are both good for efficient learning and negative emotions are detrimental to efficient learning. In general, the higher the learning burnout of junior high school students, the lower the learning efficiency. Psychological exhaustion,learning indifference and learning burnout there is a big correlation. Active low awakening, learning indifference, active high awakening, interpersonal alienation, negative low awakening, negative high awakening can effectively predict learning efficiency.(5) The positive effect of academic emotions on learning burnout and high efficiency learning was significant. Positive academic emotions in learning burnout and high efficiency learning played a significant role in the regulation.