A Study On The Functional Mechanism Of Learning Stress, Social Support, Learning Motive To Learning Burnout In High School Students

This study revised the"College Students'Learning Burnout Questionnaire"which designed by Lian Rong et al, and on the base of it, we investigated the status of high school students'learning burnout. At the first test, we selected 315 students in three high schools of Suzhou, and used Exploratory Factor Analysis to explore the structure of the"High School Students'Learning Burnout Questionnaire". In the second test, we selected 1256 students from different areas, and used Confirmatory Factor Analysis to perform the structure of this questionnaire which formed in the first test. And then we explored the meaning and characteristics of learning burnout in high school students, and opened out how learning stress, social support, learning motive to influence learning burnout.The finding of this study showed that:1. The"High School Students'Learning Burnout Questionnaire"contains three dimensions: emotional turndown(ET), behavioral unsuitableness(BU), low personal accomplishment(LPA). The questionnaire adapts to measure high school students'learning burnout with clear structure, favorable reliability and validity.2. The characteristics of high school students'learning burnout are: (1)the score of male is higher than female in the total questionnaire, ET & BU dimension; (2)in the total questionnaire and every dimension, the score of senior high school students is higher than junior high school students; (3)there are no difference between students from country and from city; (4)in the ET & BU dimension, the parents'educational lever is higher, the students are more burnout.3. This study used learning stress as independent variable, learning burnout as dependent variable, social support and learning motive as moderator variable, and constructed the functional mechanism in high school students. Multiple Linear Regression Analysis was performed to explore the relationship among them with a data set consisting of 612 students, and then used another data set consisting of 644 students to retest the functional model. The model shows: (1)independent variable learning stress affects directly learning burnout; (2)the moderator variable learning motive also strongly affects learning burnout directly, and at the same time, it has buffering function to learning burnout; (3) another moderator variable social support affects directly learning burnout, and it also affects learning motive, then has function tolearning burnout .