A Study On The Relationship And Intervention Of Core Self-evaluation,Future Orientation And Learning Burnout Among Junior High School Students

In recent years,the academic burden and pressure of students have become more and more heavy,and the phenomenon of learning burnout has been increasingly concerned by the country and all sectors of society.Learning burnout is a phenomenon in which students produce energy expenditure due to long-term learning pressure,and their enthusiasm for learning and school activities gradually disappear,and they become indifferent and alienated from others,and have a negative attitude towards their study.The influencing factors of learning burnout are environmental factors and individual factors,while personality factors in the individual factors are the most important factors.In the process of psychological counseling,the author found that the psychological problems of junior high school students were focused on their studies.According to Erickson’s Personality Development Theory,junior high school students are in a critical period of personality development in ——adolescence,and individuals need to establish a self-identity and think and plan for the future.As a kind of personality resource,core self-evaluation is the most basic evaluation of their own ability and value.Future orientation is also a personal trait that is the individual’s cognitive preference for future time,will action tendency and subjective emotional experience.Previous studies have shown that core self-evaluation has a certain predictive power for learning burnout,which can directly reduce the experience of weariness and reduce the occurrence of weariness behavior,while the future orientation can negatively predict learning burnout,and cultivating students’ future orientation can reduce learning burnout.From the perspective of personality development and academic development,this paper discusses the relationship between core self-evaluation,future orientation and learning burnout,and tries to develop on the basis of mental health class with core self-evaluation as the theme of group counseling to reduce learning burnout,to provide new education ideas for educators to prevent and intervene in junior high school students’ learning burnout.In the first study,437 junior high school students from X middle school in Wanzhou district of Chongqing were selected as the study subject.And the Core Self-evaluation Scale,future orientation questionnaire for adolescents and the middle school students learning burnout scale were used.The results found that:(1)in terms of the core self-evaluation: boys’ core self-evaluation was significantly higher than girls;Students whose mothers’ education level is junior high school or below is the lowest.There were no significant differences in the other demographic variables;(2)In terms of the future orientation: the density of girls is significantly higher than that of boys,The other dimensions showed no significant differences;Grade one students have significantly higher scores in optimism,planning and enforceability than those of grade two,No significant differences were shown in the other dimensions;Non-only children have higher anxious scores,No significant differences were shown in the other dimensions;The density of urban students and their optimism scores are higher than those in rural areas,There were no significant differences in the other dimensions;Students whose parents’ education level of junior college or above is significantly higher than that of senior high school and technical secondary school;Students whose fathers’ education level is junior high school or below is significantly lower than that of high school,technical secondary school and junior college or above;(3)In terms of the learning burnout: boys’ reduced learning efficacy level is significantly higher than that of girls;learning burnout in grade one was significantly lower than that in grade two;Students whose fathers’ education level is junior high school or below have the highest scores in emotional exhaustion,reduced learning efficacy,and learning burnout.Parents’ education level will not show significant differences between alience to teacher and physical exhaustion.There was no significant difference in other demographic variables;(4)The pairwise significant correlation between core self-evaluation,future orientation and learning burnout of junior high school students;(5)The optimism,planning and enforceability of future orientation played a significant intermediary role between core self-evaluation and learning burnout.In the second study,26 students from grade 1 were selected and divided into 13 students in the intervention group and 13 students in the control group.The intervention group had 8group counseling activities with the theme of improving the core self-evaluation and 8 mental health classes,while the control group only participated in 8 mental health classes,which explored the intervention effect of the self-designed group psychological counseling program on the learning burnout of junior school students.The results found that:(1)neither the intervention group nor the control group had any significant difference in core self-evaluation and learning burnout level before the experiment,and the subjects of the intervention group were homogenous;(2)The core self-evaluation scores of the participants in the intervention group had improved significantly and were significantly lower than the previous tests;(3)The control group had no significant difference in core self-evaluation and learning burnout before and after the experiment;(4)Intervention of core self-evaluation combined with mental health courses can effectively reduce the learning burnout’s level of junior high school students.Combining the results of study 1 and study 2,the conclusions of this study are as follows:(1)Learning burnout has differences in gender,grade and fathers’ education level.Boys’ reduced learning efficacy level is significantly higher than that of girls;learning burnout in grade one was significantly lower than that in grade two;Junior high school students with a lower father’s education level,the higher their learning burnout level.(2)Learning burnout in junior high school students was significantly negatively associated with core self-evaluation,with anxious,and with other dimensions of future orientation.Core self-evaluation was significantly negatively correlated with anxious,not with extensive,and significantly positively with other dimensions of future orientation.(3)Individuals with high core self-evaluation have positive attitudes towards the future and can reduce learning burnout,optimism,planning and enforceability in future orientation mediate the relationship between core self-evaluation and learning burnout.(4)Through the intervention with group counseling of the core self-evaluation,the learning burnout of junior high school students has improved significantly.Based on individual factors,educators should pay attention to the cultivation and exploration of students ’own factors in practical work: on the one hand,strengthen the attention of the boys and grade two students;on the other hand,improving students ’core self-evaluation and future orientation in optimism,planning and enforceability reduces their learning burnout level by carrying out systematic psychological education activities.