A Study On The Influence Of Negative Attribution Of English Test Failure On English Learning Burnout Of Junior High School Students

Learning burnout is a phenomenon that causes students to produce emotional and physiological exhaustion,show alienated behaviors to teachers and students,and reduce academic self-efficacy due to long-term learning pressure.One of the important symptoms of learning burnout is the negative change in motivation.Domestic researchers find out that junior high school students have English learning burnout which reflects students' negative mentality,attitudes and behaviors in English learning,and it directly affects students' English learning efficiency and healthy development both physically and mentally.Weiner's motivation and attribution theory combines motivation and attribution.He thinks that attribution affects the change of expectation and emotional reaction,and this attribution promotes subsequent behaviors and becomes a driving force of subsequent behaviors.Researchers connect attribution and learning burnout,and prove that attribution has a certain impact on learning burnout.Most of these studies are the research about the influence of academic attribution on learning burnout,but studies about the impact of negative attribution on learning burnout are seriously insufficient.Therefore,this study explores the influence of negative attribution of English test failure on students' English learning burnout,and intends to solve the following three questions:1.What is the current situation of junior high school students' negative attribution of English test failure?2.What are gender and grade(age)differences of junior high school students' negative attribution of English test failure?3.What is the influence of junior high school students' negative attribution of English test failure on English learning burnout?This study applies quantitative analysis,selects 370 junior high school students in Hunyuan County of Shanxi Province as research subjects,uses Weiner's motivation and attribution theory as the theoretical basis,utilizes questionnaire survey to collect data,and analyzes obtained data by SPSS 20.0.The results show that:1.Junior high school students' negative attribution of English test failure is in a medium level,which reflects in ability and task difficulty.2.There are significant gender and grade(age)differences of junior high school students' negative attribution of English test failure.When students fail in the English test,boy students are easier to make negative attribution in task difficulty than girl students;compared with boy students,girl students are easier to do negative attribution in ability;higher grade students incline to make more negative attribution in ability and task difficulty than lower grade students.3.There is a significantly positive correlation between junior high school students' negative attribution of English test failure and English learning burnout,and junior high school students' negative attribution of English test failure can predict English learning burnout effectively.Based on research results,this study tries to put forward some effective measures to reduce students' negative attribution of English test failure,and then help students to reduce their English learning burnout.Teachers should give positive feedback for students' English learning,strengthen students' attributional training,reduce difficulty of the test appropriately,give boy students and girl students different attributional training,and strengthen attributional training of students in Grade 9.