Study On The Influence Mechanism Of Challenge-Hindering Learning Stressors On Learning Burnout Of Full-Time Master Of Physical Education Students

Postgraduate education is an important part of national higher education and has always been in the strategic forefront position of national development.As high-level talents of Chinese sports inheritance,popularization,communication and development,master in sports postgraduate has far-reaching significance in the construction and development of Chinese sports power.In recent years,with the implementation of graduate enrollment expansion policy,the education scale of master of physical education is constantly expanding,and the employment situation is increasingly severe,which makes the graduate students face unprecedented pressure of study,employment and time.At the same time,due to the onset of the novel coronavirus pandemic in 2020,students’ online time has increased significantly,the shift from offline courses to online courses,and other changes in learning methods have resulted in unadaptability,which have increased the study pressure of graduate students to varying degrees.Moderate pressure can play a certain role in promoting learning,while long-term and high-load learning pressure is easy to cause learning burnout of graduate students,and even affect the physical and mental health of individuals.According to the current practical situation,this study,based on the two-dimensional structure theory of stressors,divides learning stressors into challenging learning stressors and obstructive learning stressors.At the same time,it refers to the questionnaires and relevant materials about learning stressors for sports master students.There are four scales in total: challenging and obstructive learning stressors scale,learning burnout scale,coping style scale and mental resilience scale.The results of the survey are as follows:(1)Obstructive learning stressors,learning burnout and mental resilience have significant gender differences.Specifically,girls’ perception of obstructive learning stressors and low sense of achievement in learning burnout is higher than that of boys,while boys’ self-strengthening and tenacity dimensions of mental resilience are significantly higher than girls’.(2)Obstructive learning stressors have significant differences in different grades.Specifically,the obstructive learning stressors perceived by the students in grade three are significantly higher than those in grade one and grade two.(3)Obstructive learning stressors and mental resilience have significant differences in different training directions.Specifically,the hindering learning stressors perceived by master students are significantly higher than those of master students,and the toughness dimension of mental resilience of master students is significantly higher than that of master students.(4)Challenging and obstructive learning stressors have different effects on learning burnout.Challenging learning stressors have no significant effect on learning burnout,while obstructive learning stressors have a significant positive effect on learning burnout.Therefore,universities should try their best to eliminate obstructive learning stressors.(5)Coping style plays a significant mediating role in the relationship between challenging and obstructive learning stressors and learning burnout.Challenging learning stressors have a negative effect on learning burnout through the full mediating effect of positive coping styles,and obstructive learning stressors have a positive effect on learning burnout through the partial mediating effect of negative coping styles.(6)Psychological resilience negatively regulates the relationship between obstructive learning stressors and learning burnout.That is to say,compared with students with high mental resilience,students with low mental resilience have a stronger positive effect of obstructive learning stressors on learning burnout.