The Influence Of Class Environment On The Types Of Middle School Students’ Learning Burnouts

Based on the needs of social development,the country advocates the cultivation of physical and mental health and positive talents.Experts,scholars,educators departments and parents pay more and more attention to the physical and mental health of students,and learning burnout is a kind of negative psychology which has attracted much attention at present.Learning burnout not only affects the physical and mental health,academic achievement,learning engagement and dropout rate of students,but also may lead to mental health problems such as Internet addiction,anxiety and depression and behavior problems.Scholars at home and abroad have done a lot of research on learning burnout,and found that students in different regions and stages have different degrees of learning burnout.Middle school students are in the stage of rapid physical and mental development,which is the key period of physical and mental development.The negative impact of learning burnout is more significant,and the affected time is longer.Previous studies mostly focus on the degree of learning burnout,but seldom consider the heterogeneity of learning burnout group,that is,the personalized characteristics of learning burnout.In China,teenagers spend most of their time in the class environment with group concentration.Previous studies have shown that class psychological environment has an important impact on learning burnout.However,there is no research on the influence of class environment on different profiles of learning burnout.In this study,1221 urban middle school students aged from 11 to 19 years old were selected as the research objects.A cross-sectional survey was conducted to explore the different categories of learning burnout through the potential profile analysis model.A mixed regression model of class environment and middle school students’ learning burnout classification was established with demographic variables and class environment as predictive variables.Conclusions are as follows:(1)This study used potential profile analysis to explore the potential categories of learning burnout in middle school students,and determined four categories of learning burnout in middle school students,including: low burnout,self-destruction,persistence and high burnout.(2)On the basis of potential profile analysis,this study adopts a hybrid regression method,the low burnout as control group,the demographic variables(gender,age,whether in the major work class)and class environment in dimensions(the relationship between teachers and students,order and discipline,competition,learning burden,classmates)affecting the middle school students to study the influence factors of learning burnout potential category.The results show that the factors that affect the persistence of middle school students are: students’ grade,teacher-student relationship,order and discipline,competition,study burden and classmate relationship;The factors that affect middle school students’ entering high burnout include grade,whether they are in key classes,teacher-student relationship,order and discipline,competition,study burden and classmate relationship.The factors that affect middle school students’ self-abandonment are grade,competition and classmate relationship.(3)When comparing self-abandonment and persistence,we find that the influencing factors of self-abandonment include gender,grade,teacher-student relationship,study burden and classmate relationship.This research uses the individual centered method to verify the predictive effect of class environment on different profiles of adolescents’ learning burnout,and puts forward some suggestions on class construction for preventing and alleviating learning burnout.This finding provides a theoretical basis for understanding different types of learning burnout and how to construct a positive class environment to prevent and alleviate student burnout.