Study On The Intervention Of Mindfulness Training On Learning Burnout Of Secondary Vocational School Students

BackgroundSecondary vocational school students generally have learning burnout,which not only affects students’ academic performance,but also harms students’ physical and mental health.Research shows that stress,emotion regulation and self-control are the important influencing factors of learning burnout.Mindfulness training,as a scientific and efficient decompression method,not only has achieved good results in relieving pressure,improving mood,enhancing attention,enhancing self-control,and improving self-efficacy,but also has the advantages of economic safety,simple operation,and relatively high degree of standardization.At present,there are few researches on the intervention of learning burnout,and some intervention programs are difficult to operate,lack of unified standards,and are not easy to promote.Mindfulness training is worth trying.Objective1.Understand the current situation of learning burnout of secondary vocational school students,and explore the influence of mindfulness and self-control on learning burnout.2.Mindfulness training was used to intervene the learning burnout and self-control of secondary vocational school students,and the intervention effect was evaluated.Method1.Taking the students in a secondary vocational school as the survey object,using the learning burnout scale,five factor mindfulness scale and college students’ self-control scale as the survey tools,750 secondary vocational students randomly selected were investigated by using the method of questionnaire Star online survey.The status quo of learning burnout,mindfulness level and self-control level of secondary vocational students were analyzed,and the learning burnout,mindfulness level and self-control level were discussed The relationship between mindfulness and self-control.2.Through the way of poster propaganda,in strict accordance with the recruitment standards,from a vocational school 1305 first-year students recruited 72 subjects with learning burnout total score between 50 and 80 points,including 36 boys and 36 girls.Using stratified random method,the subjects were divided into experimental group and control group,18 boys and 18 girls in each group,a total of 36 people.The experimental group was given group mindfulness courses and exercises,while the control group was given group activities once a week for 6 weeks.Three months later,the changes of learning burnout and self-control before and after the intervention were compared between the two groups,and the intervention effect was evaluated.3.The data collected during the study were analyzed by spss23.0.The main statistical methods used are descriptive statistics,independent sample t-test,correlation analysis,regression analysis,chi square test,repeated measurement analysis of variance,etc.Result1.The level of learning burnout of secondary vocational school students is higher,and the improper behavior is more serious.The total score of learning burnout(M=56.84,2.84),depression(M=22.50,2.81),improper behavior(M=17.73,2.96)and low sense of achievement(M=16.62,2.77)were the average scores of the total scale and each dimension and each question.The total score of learning burnout of rural students(57.65)was higher than that of urban students(55.24)(P<0.05).The score of male students(18.51)was higher than that of female students(17.36)(P<0.05);The score of female students(17.03)was higher than that of male students(15.74)(P<0.01).The score of second grade(18.23)was higher than that of first grade(17.33)(P<0.05).In the total score of learning burnout,the score of non student cadres(57.69)was higher than that of student cadres(52.74)(P<0.01).There was no significant difference in learning burnout between only child and non only child(P>0.05).2.Mindfulness was negatively correlated with learning burnout(r=-0.613,P<0.01);Self control was negatively correlated with learning burnout(r=-0.639,P<0.01);Mindfulness was positively correlated with self-control(r=0.588,P<0.01).Mindfulness can negatively predict learning burnout(β=-0.613,P<0.01),Mindfulness can predict self-control positively(β=0.588,P<0.01),Mindfulness(β=-0.363,P<0.01)and self-control(β=-0.425,P<0.01)can jointly predict learning burnout,self-control played a partial mediating role between mindfulness and learning burnout.The mediating effect accounted for 40.8% of the total effect.3.After 6 weeks of intervention and 3 months of follow-up,the learning burnout level of the experimental group was lower than that of the control group(P<0.01),and the level of self-control was higher than that of the control group(P<0.01).The results of repeated measurement ANOVA and simple effect analysis showed that the level of learning burnout in the experimental group decreased after 6 weeks of intervention(P<0.01),but it still decreased after 3 months of follow-up(P<0.05),the level of self-control increased after 6weeks of intervention(P<0.01),although it increased after 3 months of follow-up,there was no statistical significance(P>0.05);There was no significant difference in learning burnout and self-control between the two groups(P>0.05).ConclusionThe level of learning burnout of secondary vocational school students is higher,and there are differences in the source,gender,grade and whether to be student leaders.Secondary vocational school students with low mindfulness and low self-control have a higher level of learning burnout,and self-control plays a partial mediating role between mindfulness and learning burnout.Mindfulness training can effectively improve secondary vocational students’ learning burnout and improve their self-control level.