Study On The Relationship And Intervention Between Core Self-evaluation,School Sense Of Belonging And Learning Burnout Of Secondary Vocational Students

With the country's emphasis on vocational education,the learning burnout of secondary vocational students has gradually become the focus of attention.According to the theory of resource conservation,lack of resources will lead to burnout,and core self-evaluation is a special resource.It can be seen that the level of core self-evaluation will affect learning burnout.Scholars' research on burnout begins in the field of work.In this field,research has found a correlation between burnout and a sense of belonging.So,does this relationship also exist in the field of education? This brings forward the research on the relationship between core self-evaluation,school belonging and learning burnout.After clarifying the relationship between the three,an intervention study on school belonging was set up to improve the learning burnout of secondary vocational students.Core self-evaluation is defined as an overall evaluation of self-ability and self-worth.The sense of belonging to the school is that the individual feels that he is part of the school,and feels able to integrate into the group,and is accepted,respected,supported and tolerated by teachers and classmates.Learning burnout is the psychological and behavioral consequences of students' continuous high learning pressure,heavy academic burden or loss of learning interest,and is accompanied by physical exhaustion,emotional exhaustion,teacher-student alienation,and low self-efficacy.In this study,a questionnaire survey was adopted to use the core self-evaluation scale for secondary vocational students,the school's sense of belonging to the school,and the secondary school students' burnout questionnaire to focus on a total of 500 students from one of the three secondary vocational schools in Guangzhou.The test was performed using SPSS software for descriptive analysis,difference analysis,correlation analysis and regression analysis,and AMOS software was used to establish a structural equation model for the data.Concluded as follow:1.The secondary school students' learning burnout is at a medium level.2.There is a significant difference in the core self-evaluation of secondary vocational students in terms of gender;there is a significant difference in the sense ofbelonging to the school between the grade and the only child;there is a significant difference in learning burnout in the gender,the grade and the only child.3.There is a correlation between core self-evaluation,school belonging and learning burnout among secondary vocational students.Core self-evaluation is positively related to school belonging;core self-evaluation is negatively related to learning burnout;school self-evaluation is negatively related to learning burnout.4.There is a mediating effect between the core self-evaluation and learning burnout,which plays a part of mediating effect.5.Intervention on school belonging can significantly reduce the learning burnout of secondary vocational students.