The Relationship Between Learning Burnout And Class Distraction In Middle School Students

Front-line educators in the classroom have found that students who are learning burnout are more likely to mind wandering in class and more frequently.Learning burnout is a kind of negative learning psychology,which has a very negative impact on students' learning.Mind wandering in class refers to the phenomenon that students' attention is transferred from the current teaching and learning task to the internal spontaneous thinking and emotion.Teachers,parents and scholars have been paying close attention to the problem of students' learning burnout and mind wandering in class.If students in the process of listening to lectures in the classroom learning appeared mind wandering,can't timely and accurate to the teacher speak to note that the content of the effective information will soon disappear from the teacher teaching,students will not having received this information led to the lack of knowledge in one area,will affect the quality of students listening to lectures,degree of knowledge acquisition,reduce the learning efficiency,eventually may affect students' academic performance.For example,many factors such as learning motivation and interest may lead to students' mind wandering in class.At present,the empirical research on students' mind wandering in class at home and abroad is still in its infancy,and the relationship between students' learning burnout and mind wandering in class is still not clear,so it is urgent to conduct an in-depth discussion on it.So are languid students more likely to mind wandering,as teachers have found? Are there other factors at play?This research adopts the questionnaire method,by using the classroom mind wandering degree points questionnaire of middle school students ","youth learning burnout scale" and "adolescent resilience scale" three scale,selection of xuzhou city middle and high school students,721 were measured,middle school students' learning burnout,resilience and classroom mind wandering characteristics and relations,mainly explore the middle school students' learning burnout and resilience of classroom mind wandering will produce what kind of impact,and reasonable and effective Suggestions are proposed according to the results.The results are as follows:(1)the scores of middle school students' learning burnout and mind wandering in class are at a medium low level,and the resilience of middle school students is at a medium high level,with33.58% of middle school students suffering from learning burnout.(2)middle school students' ressilience is negatively correlated with learning burnout,which is significantly positively correlated with mind wandering in class,while resilience is negatively correlated with mind wandering in class.(3)students with a higher degree of learning burnout will have more mind-wandering in class,and students with a higher level of resilience will have less mind-wandering in class.Learning burnout can significantly positively predict mind-wandering in class,while resilience cansignificantly negatively predict mind-wandering in class.(4)resilience plays a part in the mediating role between learning burnout and mind-wandering in class.Grades play a moderating role in the influence of learning burnout on resilience and learning burnout on mind-wandering in class.Resilience is the mediating variable of the moderating effect of grades on the relationship between learning burnout and mind-wandering in class.According to the results of this study,it is suggested that teachers and parents can reduce students' learning burnout and improve their resilience to reduce students' mind wandering in class.