Overparenting And Academic Burnout In Junior High School Students:The Chain Mediating Role And Intervention Of Learning Autonomy And Academic Self-efficacy

In the environment of exam-oriented education,the utilitarianism of education is obvious,students’ academic pressure is greater,and the situation of academic burnout has already happened in junior middle school.Among the influencing factors of academic burnout,this study selected an environmental factor(overparenting)and two individual factors(learning autonomy and academic self-efficacy)for analysis.Based on the self-determination theory,this paper explored the influence of overparenting on academic burnout of junior high school students and the possible chain mediating role of learning autonomy and academic self-efficacy,and improved levels of learning autonomy and academic self-efficacy of junior high school students through group counseling intervention,so as to reduce the level of academic burnout.This paper was divided into two studies.In the first study,data of 700 junior high school students from four middle schools were collected using a related research design to explore the relationship between overparenting,academic burnout,learning autonomy and academic self-efficacy.The results showed that learning autonomy and academic self-efficacy play a chain mediating role in the influence of overparenting on academic burnout.In study 2,26 middle school students with low levels of learning autonomy and academic self-efficacy and high level of academic burnout were selected from one of the schools for group counseling intervention,and randomly divided into experimental group and control group.The experimental group received group guidance intervention with two themes of learning autonomy and academic self-efficacy,while the control group did not receive any intervention.The results showed that the experimental group significantly increased levels of learning autonomy and academic self-efficacy,and significantly decreased the level of academic burnout,while the control group had no significant changes in each variable level.It can be concluded that dual-theme group tutoring can improve levels of learning autonomy and academic self-efficacy of junior high school students,and reduce their level of academic burnout.This study reveals the chain mediating effect of learning autonomy and academic self-efficacy in the relationship between overparenting and academic burnout,which provides more explanations for the generation of academic burnout,and provides some references for schools to carry out the intervention work of academic burnout.