The Relationship Between Senior High School Students’ Perceptions Of Interpersonal Teacher Behavior And Their English Learning Burnout

Learning burnout is a common phenomenon among senior high school students.Many studies have been carried out in the field of learning burnout by relevant scholars at home and abroad and have achieved fruitful findings,mainly focusing on two aspects:structural measurement and influencing factors.With regard to the study of learning burnout,a large number of empirical studies have proved that students of different ages in China have a certain degree of English learning burnout.Scholars explored ways to help reduce students’ learning burnout from many internal factors.However,in the field of English learning burnout,there is a lack of research from the environmental factors,especially the perceptions of students towards interpersonal teacher behavior in the classroom environment.Thus,this study tries to find a new approach to alleviating students’ burnout in English learning and aims to answer the following three questions: 1)What is the current situation about senior high school students’ English learning burnout and what are the gender and grade differences in terms of English learning burnout? 2)What is the current situation about senior high school students’ perceptions of interpersonal teacher behavior and what are the gender and grade differences in terms of perceiving interpersonal teacher behavior? 3)What is the relationship between senior high school students’ perceptions of interpersonal teacher behavior and their English learning burnout?In order to answer the above questions,the author sampled 134 senior high school students from Anqing No.7 Middle School as the research subjects and adopted quantitative research method.The questionnaire of middle school students’ English learning burnout and Questionnaire on Teacher Interaction(QTI)were used to collect relevant data.Descriptive analysis,independent sample T test,and correlation analysis via SPSS 20.0 were performed to find the answers to three research questions.Study results are as follows: 1)Senior high school students had a comparatively high level of English learning burnout,and there was no statistically significant difference in English learning burnout between students of different genders and grades.2)Students perceived more proximity than influence,and girls perceived more positive interpersonal teacher behaviors than boys.There only existed statistically significant difference in theperception of strict(DO)teacher behavior between males and females.And there were significant differences in the perception of interpersonal teacher behavior between students of different grades except for proximity dimension and understanding(CS)teacher behavior.3)There was a significant correlation between senior high school students’ perceptions of different interpersonal teacher behaviors and their English learning burnout,and some interpersonal teacher behaviors can significantly predict students’ English learning burnout.Proximity dimension of interpersonal teacher behavior can significantly predict the four dimensions of English learning burnout;strict(DO)teacher behavior can significantly predict emotional exhaustion;understanding(CS)teacher behavior can significantly predict reduced learning efficacy;admonishing(OD)teacher behavior can significantly predict alience to teacher;dissatisfied(OS)teacher behavior can significantly predict physical exhaustion.On the basis of the research results,the author summarized some enlightenments on classroom interpersonal behavior of senior high school English teachers and put forward some suggestions for future research.