The Relationship Between Childhood Adversity Experiences And Academic Burnout Among Junior High School Student

Learning Burnout reflects the negative Learning Psychology of contemporary students,happening during the process of learning,with universality to some extent and negative influence to individual physiology,emotion,cognition and behavior.Therefore,it’s necessary to recognize the factors and mechanism of learning burnout,in order to provide empirical support for effective prevention and intervention.The impact of family environment factors on learning burnout has been found in previous studies which reported the remarkable relation between adverse childhood experience and its dimensions and Burnout as well and Children who experience adversities mainly suffer from family pressure and have a negative impact on learning.Thus,it can be inferred that adverse childhood experience is a possible factor of learning burnout.However,to discuss the impact of adverse childhood experience on learning burnout with its mechanism is not available in current.Based on previous studies,the present study adopted questionnaire survey method,with middle students as participants,to discuss the impact of adverse childhood experience on learning burnout,resilience as the role of mediator and perceived stress as the role of moderator.Specifically,the present study investigated 1034 middle school students with Adverse Childhood Experiences Questionnaire(ACEQ),Adolescent Resilience Scale(ARS),the Perceived Stress Scale-10(PSS 10),High School Student’s Burnout Scale(HSSBS)which is also adapted to middle school students.The data were analyzed with SPSS 19.0 by descriptive analysis,independent sample t test,analysis of variance and Pearson correlation analysis and so on.Meanwhile,PROCESS v3.3 as the plug-in of SPSS 19.0 was used to construct the Moderated Mediation Model of adverse childhood experience,resilience and learning burnout of middle school students,with perceived stress as a moderator,conducting Moderating Mediating effect test and simple slope analysis.The main results of the present study are as follows:1.In the present study,49.2%of middle school students have experienced at least one kind of adverse childhood experience,and 21.3%of middle school students have experienced at least two kind of adverse childhood experiences,among which the detection rate of physical neglect is the highest.Middle school students have good resilience,and their perceived stress and learning burnout are in the lower middle level.2.Gender differences exist in adverse childhood experience,resilience,perceived stress.Specifically,the girls have experienced more childhood adversities and perceived more stress.Additionally,the boys’ resilience is better.Though learning burnout of middle student has no gender difference,the difference exists in alienation between teachers and students as a dimension of learning burnout,exactly,the boys’ performance is worse.3.There are no grade differences in learning burnout,adverse childhood experience,resilience,and perceived stress of middle school students,but the difference exists in physical and emotional exhaustion as dimensions of learning burnout,eighth graders experience more physical and emotional exhaustion.4.Adverse childhood experience can significantly influence learning burnout of middle school students directly and indirectly by resilience,in other word,resilience playing a partial mediating role between adverse childhood experience and learning burnout of middle school students.5.Perceived stress can moderate the mediation process of resilience(the first half),and the Moderated Mediation Model was constructed successfully.Adverse childhood experience can predict resilience stronger at the lower level of perceived stress.Overall,the present study reveals the impact of adverse childhood experience on learning burnout of middle school students and its mechanism,with great significance to recognizing learning burnout of middle school students from the angle of adverse childhood experience,contributing to achieve effective prevention and intervention of learning burnout,so as to promote the development of physical and mental health of adolescents.