The Relationship Between Teacher Autonomy Support And Academic Burnout Of Boarding Junior High School Students:The Intermediation Of Academic Self-efficacy

In recent years,the number of boarding junior high school students suffering from academic burnout has risen in a step-by-step fashion.According to the ecosystem theory,teachers,as one of the external influencing factors,are the ones who get along with boarding students the most.Therefore,it is of practical significance to consider the influence of teacher’s autonomy support on students’ academic burnout.In addition,from the perspective of cognitive theory,students’ academic self-efficacy,as an internal influencing factor,also plays a role in various manifestations of academic burnout.Based on ecosystem theory and cognitive theory,this study analyzed the effects of teachers’ autonomy support on academic burnout and explored the mediating role of academic efficacy among 302 junior middle school students in boarding school.The measurement tools were the middle school student’s academic burnout scale compiled by Hu Qiao and Dai Chunlin(2007),the student’s perceived teacher’s independent support scale compiled by Deci revised by Liu Guirong(2010),and the academic self-efficacy scale compiled by Pintrch and De Got,and revised by Liang Yusong and Zhou Zongkui(2000).The following research conclusions are drawn:(1)There is a significant positive correlation between teachers’ autonomy support and academic efficacy and various dimensions of boarding junior high school students;There is a significant negative correlation between teachers’ autonomy support and academic burnout and all dimensions.There was a significant negative correlation between the dimensions of academic efficacy and academic burnout.(2)In the relationship between teachers’ autonomy support and academic burnout,academic efficacy played a partial mediating role;Academic behavioral efficacy partially mediates the effect between the teachers’ autonomy support and the academic burnout’s sub-dimensions included emotional exhaustion,perceived inefficiency,and physiological exhaustion,while academic behavioral efficacy did not have a mediating effect on the effects of teachers’ autonomy support on teacher-student alienation.The academic competence efficacy played a sectional mediating role in the relationship between teachers’ autonomy support and emotional exhaustion,teacher-student alienation,and physiological exhaustion.The academic competence efficacy has a complete mediating effect on the relation between teachers’ autonomy support and perceived inefficiency.