An Empirical Study On Attribution Training Based On Junior High School Students' English Learning Burnout

Learning burnout is a phenomenon of emotional and physical exhaustion caused by learning pressure and heavy learning burden,alienation from teachers and classmates,and low personal learning efficacy.Learning burnout can cause a series of psychological disorders,behavioral disorders and so on.Under the background of quality education,how to reduce students' learning burnout is particularly important.Based on the analysis of English learning burnout and learning attribution,this study combined English learning burnout and learning attribution,and explored how to effectively optimize junior high school students' English learning attribution and reduce their level of English learning burnout through attribution training.This is of great significance for improving students' learning efficiency and teaching quality.Based on the situation of junior high school students' English learning burnout,attribution tendency and their relationship,this study proposes three research questions: a)What is the current status of junior high school students' English learning burnout and attribution tendency?b)What is the relation between junior high school students' Englishlearning burnout and attribution tendency? c)What is the impact of attribution training on junior high school students' English learning burnout and attribution tendency? On the basis of previous studies,this study mainly takes Weiner's attribution theory and Maslach's three-dimensional burnout theory as the theoretical basis.First of all,the questionnaire method is adopted to investigate the general characteristics of junior high school students' English learning burnout and attribution tendency through junior high school students' English learning burnout questionnaire and junior high school students' English learning attribution questionnaire.Meanwhile,the correlation between junior high school students' English learning burnout and attribution tendency is explored.On this basis,the experiment method is adopted.Homogeneous experimental class and control class are selected,and systematic attribution training is conducted in the experimental class,while no attribution training is conducted in the control class.After the attribution training,the differences in English learning burnout and learning attribution tendency between the experimental class and control class are compared and analyzed.The results show that: a)Junior high school students have a certain degree of English learning burnout,but it is not serious.Their English learning burnout is mainly manifested as low learning efficiency and emotional exhaustion.And the attribution tendency of junior high school students' English learning success orfailure is consistent.In the four dimensions,junior high school students are more likely to attribute success and failure to efforts and ability.c)There is a significant correlation between junior high school students' English learning attribution tendency and English learning burnout.d)The attribution training in experimental class has achieved positive and effective results.Through attribution training,the level of English learning burnout of junior high school students decrease significantly,and the attribution of success or failure is more reasonable.Finally,in order to reduce junior high school students' English learning burnout,some suggestions are put forward from the perspective of students and teachers.At the same time,the limitations and future research directions of the research are discussed.