| In the context of promoting quality education,more attention is paid to students’ emotional intelligence and academic burnout,which is particularly of great significance.The goal is to explore how to cultivate students’ emotional intelligence to effectively reduce students’ English academic burnout.The popular meaning of academic burnout refers to the negative emotions of students due to constant psychological pressure during long-term study at the desk,which is roughly three states of exhaustion,indifference and reduced self-efficacy.It will have adverse effects.Previous research has shown that emotional intelligence can affect students’ English performance to some extent,and students with poor English performance tend to have a reduced sense of achievement,resulting in academic burnout.From this,it can be concluded that these three factors have a certain correlation with each other.It mainly raises the following three questions:1.What is the general situation of emotional intelligence and academic burnout among high school students? Are there discrepancies in emotional intelligence,academic burnout and English achievement among high school students in the light of gender,grade and arts and science?2.What is the correlation between emotional intelligence,academic burnout and English performance among high school students?3.What are the trends and path characteristics of the mutual influence between emotional intelligence and academic burnout in high school students?At present,most domestic and foreign scholars’ research on middle school students’ English achievement attribution mostly stays on the negative emotion of anxiety,and there is little research on academic burnout.And for the topic of academic burnout,most of its research subjects are college students,and surveys of high school students are very scarce by comparison.Therefore,in this study,399 middle school students in Jiaocheng County,Luliang City were investigated.The methods of literature review and questionnaire survey are adopted and emotional intelligence scale is adapted by Schutte and others and revised into Chinese by domestic scholar Wang Caikang.At the same time,it is also widely used and has high reliability and validity,as well as the middle school students’ academic burnout scale revised by Lian Rong according to MBI,using SPSS26.0 and AMOS24.0 conducted independent sample t-test,correlation analysis and structural model analysis,so as to explore the correlation among the three variables of emotional intelligence,academic burnout and English achievement.Research indicates:1.Emotional intelligence and academic burnout of high school students is average on the whole.There are significant differences in emotional intelligence among senior high school students in grade;among the dimensions of academic burnout of senior high school students,there are significant gender differences in the dimension of low sense of achievement;there are significant differences between arts and science in the dimension of misconduct.2.Except that there don’t exists remarkable relationship between the subordinate dimension of academic burnout scale and the subordinate dimension of emotional intelligence scale,there is a significant negative correlation between emotional intelligence and its dimensions and academic burnout and its dimensions.3.Structural equation model shows that: a.Low sense of achievement,misconduct and upset have both direct and indirect effects on emotional intelligence,but the direct effect is not significant.Specifically,the low sense of achievement and misconduct can explain 10.9% of the variation in emotional intelligence of high school students;b.Emotions perception,emotions utilization,managing self emotions and managing others’ emotions have both direct and indirect effects on academic burnout,but the direct effect is not significant.Among them,managing others’ emotions and emotions utilization can explain 9.8% of the variation in academic burnout in high school students. |
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