The Relationship Between High School Students’ Perception Of School Atmosphere And Acadamic Burnout

Academic burnout refers to a state in which students can not deal with long-term stress in their studies,which causes physical and mental exhaustion.Academic burnout directly affects students’ learning behavior and then academic performance,thereby affecting students’ future development,life satisfaction and subjective well-being.Existing research and educational practice have found that academic burnout is widespread among students at all levels.It is a realistic problem that makes teachers and parents a headache.It is also a problem that scholars in psychology and education are very concerned.Because of the college entrance examination,high school students have more pressure to study than other students,and the phenomenon of academic burnout is more serious.Therefore,it is very important to study and solve the problem of academic burnout of high school students.Most of the existing studies explore the causes of academic burnout from the negative factors that lead to academic burnout.This research attempts to explore the factors that can reduce students’ academic burnout from positive factors such as school atmosphere and psychological capital,and provide some basis for solving academic burnout.In this paper,a questionnaire survey of 542 high school students was carried out using the Questionnaire on Academic burnout of Middle School Students,the Questionnaire on Positive Psychological Capital,and the Questionnaire on School Climate.The research results are as follows:1.The high school students’ academic burnout is at a moderate level,53.1% of the students with moderate burnout and above,0.4% of the students with high burnout.2.The gender difference of the total score of high school students’ academic burnout and the three dimensions of emotional exhaustion,teacher-student alienation,and physical exhaustion are very significant.The gender difference in the low-efficacy dimension is not significant.The academic burnout of girls is significantly higher than that of boys;the only child’s score in the low-efficacy dimension Significantly higher than that of non-only children,and there is no significant difference in the total score of academic burnout and other dimensions between only children and non-only children.Class leaders and non-class leaders have significant differences in the total score of academic burnout,extremely significant differences in the emotional exhaustion dimension,very significant differences in the low-efficacy dimension,and insignificant differences in the two dimensions of teacher-student alienation and physical exhaustion.The class3.leaders’ level of academic burnout is significantly lower than that of non-class students.High school students have very significant differences in the three dimensions of emotional exhaustion,teacher-student alienation,low-efficacy and the total score of academic burnout.The differences in the physical exhaustion dimension are not significant.The level of academic burnout of high school students is significantly higher than that of high school students;There is no significant difference in academic burnout among high school students of different nationalities and different home locations.3.Perceive the two dimensions of order and discipline and learning pressure in the school atmosphere are significantly positively correlated with the total score of academic burnout and each dimension;perceive the various three dimensions of teacher-student relationship,classmate relationship and development in the school atmosphere are significantly negatively correlated with the total score of academic burnout and each dimension.The two dimensions of order and discipline in the school atmosphere and learning pressure are significantly negatively correlated with the total score and each dimension of psychological capital.Perceive the three dimensions of teacher-student relationship,classmate relationship,and development diversity in the school atmosphere are significantly positively correlated with the total psychological capital score and each dimension;the total score of psychological capital and each dimension are negatively correlated with the total score and each dimension of academic burnout.4.Perceiving the teacher-student relationship in the school atmosphere,the classmate relationship negatively predicts the level of academic burnout.Perceiving order and discipline in the school atmosphere and learning pressure positively predict the level of academic burnout.The dimensions of self-efficacy,hope and resilience in psychological capital negatively predict the level of academic burnout.5.Psychological capital is a mediating variable between high school students’ perception of school atmosphere and academic burnout,and it plays a part of mediating effect.Conclusion: Although the learning burnout level of high school students in this study is at a moderate level,more than half of the students with moderate burnout account for more than half.This issue deserves attention.Perceived school atmosphere can directly affect learning burnout,and it can also indirectly affect learning burnout through the role of psychological capital.