The Relationship Between Perceived Teacher Support And Learning Burnout Among Junior High School Students: The Mediating Role Of Academic Self-efficacy And Resilience

In recent years,with the increasing reform of the high school and middle school examination policies,the phenomenon of heavy academic pressure and heavy study tasks exists not only in the group of high school students,but middle school students also feel the same obvious pressure of middle school examinations.This negative physical and psychological symptom due to the high academic pressure on learning is called learning burnout.Severe burnout not only affects students' performance,but also is detrimental to their physical and mental well-being,and teachers play an essential role as guides in students' lives,thus exploring the relationship between middle school students' perceived teacher support and burnout is significant to improve students' burnout and promote their growth and development.Methods: This research used a questionnaire integrated with four scales: academic burnout,psychological resilience,perceived teacher support,and academic selfefficacy,and administered to three grades of middle school students in a middle school in Nanning,followed by statistical analysis of the collected data using Spss25.0 and Process software to explore the relationship between middle school students' perceived teacher support and academic burnout,and the mediating role of academic self-efficacy and psychological resilience.Results:(1)There were significant gender differences in all three variables except perceived teacher support,psychological resilience,academic self-efficacy,and academic burnout,and there were no significant differences in all four variables in terms of grade-level but not in terms of being an only child.(2)Students in urban areas had significantly higher levels of academic self-efficacy than students in rural areas;all variables differed significantly in terms of whether they were class leaders,and students who were class leaders had significantly higher perceived teacher support than nonclass leaders students.(3)There were significant positive correlations among the three variables of perceived teacher support,academic self-efficacy,and psychological resilience,while all three variables had significant negative correlations with academic burnout;(4)The direct effect of perceived teacher support on academic burnout of junior high school students was not significant,but the indirect effect was significant,with academic self-efficacy and psychological resilience acting as complete mediators.The indirect effect included three pathways: the mediating role of academic selfefficacy,the mediating role of psychological resilience,and the chain mediating role of academic self-efficacy-psychological resilience.Conclusions: The overall perceived teacher support,academic self-efficacy,psychological resilience,and burnout of junior high school students were all at moderate levels;perceived teacher support,academic self-efficacy,and psychological resilience were all significantly negatively associated with burnout,and perceived teacher support,psychological resilience,and academic self-efficacy were all significantly positively correlated with each other;perceived teacher support did not directly predict burnout,but had an indirect effect on burnout through academic perceived teacher support did not directly predict academic burnout,but had an indirect effect on academic burnout through separate mediation of academic self-efficacy,psychological resilience,and chain mediation.