Junior High School Students Comprehend The Relationship Between Perceived Teachers' Emotional Support And Learning Burnout

Objectives: This study is to explore the relationship between perceived teachers' emotional support and learning burnout,and to analysis of the relationship among perceived teachers' emotional support,learning burnout,academic self-efficacy and academic emotions,at the same time,to test the mediating role of academic self-efficacy and academic emotions in perceived teachers' emotional support and learning burnout.Methods: Learning burnout questionnaire,perceived teachers' emotional support questionnaire,academic self-efficacy questionnaire,academic emotions questionnaire were used to measure 1031 junior high school students in R county XX middle school randomly selected.967 valid data were obtained and analyzed by SPSS data analysis package.The data were analyzed by descriptive statistics,independent sample t-test,one-way ANOVA,Pearson product difference correlation analysis,linear regression,intermediary effect test and other methods.This study draws the following conclusions:(1)Junior middle school boys are more likely to have learning burnout than girls,non class cadre students are more likely to have low sense of achievement than class cadres,urban students are more likely to have academic alienation than rural students,and less likely to have low sense of achievement;the only child is more likely to have academic alienation and low sense of success than the non only child;junior middle school class cadre's understanding of teachers' emotional support level is higher than that of non class cadre students,and non retention The comprehension level of the emotional support of the teachers of the left behind students is higher than that of the left behind students.(2)Junior middle school girls show higher academic self-efficacy than boys,class cadres have higher academic self-efficacy than non class cadres,non left behind students have higher academic self-efficacy than left behind students;junior middle school boys experience more low arousal of academic emotions,class cadres show more positive academic emotions than non class cadres,urban students,alone children are more likely to have negative academic emotions in learning.Non left behind students experience more positive low arousal academic emotions than left behind students,and less negative high arousal academic emotions.(3)Junior high school students' learning burnout is significantly negatively correlated with comprehending teachers' emotional support,academic self-efficacy,and positive academic emotions,and positively correlated with negative academic emotions;Perceived teachers' emotional support is significantly positively correlated with academic self-efficacy and positive academic emotions.It was significantly negatively correlated with negative academic emotions.(4)Junior high school students' sense of academic self-efficacy plays a completely intermediary role in understanding the influence of perceived teachers' emotional support on learning burnout,and they realize that perceived teachers' emotional support has an impact on learning burnout through their sense of academic self-efficacy;Junior high school students' academic emotions plays a part of intermediary role in understanding the influence of perceived teachers' emotional support on learning burnout,and understanding that perceived teachers' emotional support has a direct impact on learning burnout it also has an indirect impact on learning burnout through academic emotions.