A Study Onthe Relationship Between Academic Stress Mental Resilience And Learning Burnout Among Middle School Students In Xinjiang Under The Background Of New Curriculum Reform

Throughout the ages,education has always been a factor that people pay attention to.It is not only mentioned in the gossip after dinner,but also valued by various countries,as is the case in China.With the continuous implementation of various educational measures with social progress,the changes of educational measures will also affect students to varying degrees,such as students’ behavior paradigm,psychological state,individual coping differences and so on.Among them,the phenomenon of learning burnout attracts many experts in the field of education,especially among middle school students.Learning burnout refers to the negative influence of the interaction between external stimuli and individual psychological quality in the process of students’ study.Many studies have confirmed that academic pressure is one of the most prominent pressures of middle school students.Academic pressure refers to the nervous response of students stimulated by the environment in the learning situation.The nervous response is also restricted by the individual cognitive evaluation system and is the result of the interaction between cognition and environment.Psychological resilience refers to the result and adaptation of an individual after an event,and the whole process of dynamic interaction with the external environment.The former is the individual’s subjective feeling of the external influence,and the latter is the individual’s natural response to the external influence.The two affect the formation of individual learning burnout from the external level and the individual level respectively.The purpose of this study is to understand the impact of academic pressure on Learning Burnout of middle school students in Xinjiang under the background of the new curriculum reform,introduce psychological elasticity and explore the influence mechanism among the three.In this study,a total of 1000 students from s middle school and Q middle school in K city of Xinjiang were taken as subjects.The academic pressure,psychological elasticity and learning burnout of middle school students were studied in the form of on-site questionnaire.Then,the collected questionnaires were analyzed by spss21 software,such as descriptive statistics,analysis of variance,mediation effect test and so on.The main results are as follows:1.There is a correlation between academic stress,psychological resilience and learning burnout of middle school students in Xinjiang.Among them,academic stress and learning burnout are significantly positively correlated,academic stress and psychological resilience are significantly negatively correlated,and psychological resilience and learning burnout are significantly negatively correlated.2.Through regression analysis,it is found that academic stress can predict 18.4%of psychological elasticity;Psychological resilience can predict 38.8% of learning burnout;Academic stress can predict 22.3% of learning burnout;Academic stress and psychological resilience can jointly predict 44.7% of learning burnout.3.The psychological elasticity of middle school students in Xinjiang plays a partial intermediary role between academic pressure and learning burnout,that is,academic pressure can directly affect the learning burnout of middle school students in Xinjiang,and can also affect the learning burnout through psychological elasticity.Based on the research results,the main research conclusions are as follows:1.Academic stress of middle school students in Xinjiang can significantly and positively predict learning burnout,which is a direct influencing factor of learning burnout.2.The psychological resilience of middle school students in Xinjiang can significantly negatively predict learning burnout and have a direct impact on learning burnout.3.The academic stress of middle school students in Xinjiang can indirectly affect learning burnout through psychological resilience,that is,when the level of academic stress of middle school students in Xinjiang increases,the level of psychological resilience will decrease,resulting in a higher sense of learning burnout,and vice versa.