Research On The Mechanism Of Psychological Capital And Academic Burnout Among Junior High School Student

During junior high school,students experience rapid physical and mental development,and face various challenges including the stressful task of preparing for mid-term exams.Academic burnout,which is characterized by a lack of interest in learning,negative attitudes towards school,and even truancy,can have negative impacts on both academic performance and mental health.The causes of academic burnout are multifactorial and can be attributed to both internal and external factors.Internal factors include gender,grade level,personality quality,self-esteem,adaptation style,and other individual characteristics,while external factors include social support and cultural environment.One potential positive factor that may mitigate academic burnout is psychological capital,which refers to positive psychological resources and attitudes.High levels of psychological capital can lead to improved academic performance,but the specific mechanisms underlying its influence on academic burnout remain unclear.Further research is needed to better understand the relationship between psychological capital and academic burnout,and to identify effective strategies for promoting psychological capital among students.From an academic perspective,it is important to address the issue of academic burnout among junior high school students,as it can have longlasting negative impacts on academic achievement and mental health.Identifying the factors that contribute to academic burnout,including psychological capital,can help educators and policymakers develop effective interventions to promote student success and well-being.This study utilizes Bronfenbrenner’s ecosystem theory as the theoretical framework to investigate the internal influences on junior high school students and the mechanisms of action that contribute to academic burnout.Specifically,the study hypothesizes that selfcontrol ability and time management ability are related to internal influences,and analyzes the chain mediating role of these two factors between psychological capital and academic burnout.To systematically examine the relationships among psychological capital,self-control ability,time management ability,and academic burnout,the study administered a questionnaire to junior high school students.The results indicate that psychological capital has a negative effect on academic burnout,and both self-control and time management tendency play mediating roles in this relationship.Furthermore,the study finds that there is a chain mediating effect among psychological capital,self-control,time management tendency,and academic burnout.Specifically,psychological capital affects self-control and time management tendency,and self-control can impact time management tendency,ultimately influencing academic burnout among junior high school students.Overall,this study contributes to the understanding of the internal influences and mechanisms of action that contribute to academic burnout among junior high school students.The use of a systematic questionnaire allows for a more objective analysis of these relationships,providing valuable insights for educators and researchers.