Relationship Between Academic Self-efficacy And Academic Burnout Of Junior High School Students

The three years of junior high school are the most demanding stage that everyone must go through.But not all children can complete their studies well in these three years,because learning is one which is obviously subjective and needs to be self-driven to do well.Students’ self-cognition and evaluation will directly affect all aspects of their own learning.Academic self-efficacy and academic burnout are like a pair,and students’ learning will always be affected by them.In order to understand the relationship between academic self-efficacy and academic burnout,and what role personality traits(active personality,core self-evaluation)of junior high school students play it,the relationship between the four has been investigated.The research is divided into two parts: The first study adopts psychometrics,through the "Academic Self-Efficacy Scale","Proactive Personality Questionnaire","Core Self-evaluation Questionnaire" and "Academic Burnout Scale" The academic self-efficacy,proactive personality,core self-evaluation level and academic burnout of 900 students in the third grade were tested.Use SPSS 25.0 to test and assess the data results.Based on the quantitative study,Study 2 used Nvivo software to qualitatively analyze the material obtained from the interviews of the top 20 students with the lowest to highest academic burnout scores,to verify the rationality and validity of the study 1 quantitative results and the chain mediation model,and to achieve an effective complement to the study 1 research results.Based on the two-part research,the following conclusions are drawn:1.The overall academic burnout of junior high school students is not serious,but there are significant differences between groups: boys have higher levels of burnout than girls,rural students are higher than urban students,and class leaders are higher than ordinary classmates;only in single and non-single students There is no significant difference in dimensions.2.There are considerable differences in demographic variables in the academic self-efficacy,initiative personality,and core self-evaluation of junior high school students.3.Lively personality and core self-evaluation also have an impact on academic burnout,and play a chain-like mediating role between academic self-efficacy and academic burnout.This paper explores the specific ways in which academic self-efficacy and academic burnout work together,and the findings may provide some reference for schools and families in improving middle school students’ academic self-efficacy and reducing academic burnout levels.