Effects Of Cumulative Ecological Risk On Academic Burnout Of Junior Middle School Students In Rural Areas And Its Educational Countermeasures

Academic burnout has become a common academic problem faced by middle school students.For rural junior high school students,the burden of living environment,the antagonism of peer relationship,the heavy pressure of learning tasks and other factors further aggravate the academic burnout,hinder their academic achievements,which has aroused the high attention of educators.Specifically,rural junior high school students will inevitably be affected by various risk factors in different fields in their environment,and these influences will act on rural junior high school students in the form of accumulation,leading to their academic burnout.Based on this,899 rural junior high school students were investigated in this study.The cumulative ecological risk index questionnaire,self-esteem scale,volitional control questionnaire and academic burnout scale were used to investigate the effects of cumulative ecological risk on academic burnout of rural junior high school students and the mediating roles of self-esteem and volitional control.The results showed:（1）There are significant gender differences in self-esteem,will control and academic burnout among rural junior high school students.Specifically,boys’ scores in self-esteem and will control are significantly higher than girls’,while boys’ scores in academic burnout are significantly lower than girls’.Rural junior high school students in cumulative ecological risk,academic burnout and academic significant grade differences on alienation,in particular,third grade on the cumulative ecological risk and academic burnout score is significantly higher than the first grade and 2 grade,and the first grade and 2 grade on academic alienation of scores were significantly higher than that of the third grade.（2）The cumulative ecological risk of rural junior high school students was negatively correlated with self-esteem and volitional control,and positively correlated with academic burnout;There is a significant positive correlation between self-esteem and volitional control,and there is a significant positive correlation with academic burnout.There is a significant negative correlation between volitional control and academic burnout.（3）The cumulative ecological risk can directly and significantly positively predict academic burnout.Self-esteem and volitional control played a significant mediating role in the relationship between cumulative ecological risk and academic burnout.The mediating role of self-esteem and volitional control in the relationship between cumulative ecological risk and academic burnout was mainly through three pathways.Second,the mediating role of volitional control in the relationship between cumulative ecological risk and academic burnout;The third is the chain mediating effect of self-esteem and volitional control on the relationship between cumulative ecological risk and academic burnout.The results show that cumulative ecological risk has an important effect on academic burnout of rural junior high school students,and this effect is realized through self-esteem and volitional control.Therefore,in addition to improving the external living environment of rural junior high school students,it is also possible to effectively reduce the academic burnout of rural junior high school students by improving their own positive psychological qualities,such as improving self-esteem and will control level.