Designing Of Undergraduates Learning Burnout Origin Questionnaire And The Construction Of Theory Model

Learning burnout is a prolonged response to the learning conditions of high demands or lacking resources during learning experience, and is defined by the three dimensions of dejection, improper behavior and reduced personal accomplishment. Learning burnout reflect the negative learning psychology of contemporary undergraduates. It matters directly to the current undergraduates' learning quality. Basis on the review of previous literature and the JDR theory, this research had explored the dimensionality, composition and structure of the antecedent variables of undergraduates' learning burnout by using various methods. This research collected data from 794 undergraduates of different majors and different grades. Through open-ended questionnaire, exploratory factor analysis and confirmatory factor analysis, the structure of the Undergraduates' Learning Burnout Origin Questionnaire was established and the formal questionnaire was developed. Then it was used as a measure to explore Chinese undergraduates' characteristic and antecedents of learning burnout. Finally, we used SEM to construct a theory model.On the condition of our investigation, we get the following conclusions:1. The formation of learning burnout is a multi- level system constitution. The five dimensions were named environment reason, own reason, major reason, academic pressure and mood pressure. Also, the structure could be divided into two broad categories, study resources and study demands.2. The statistical analysis results indicated that the Undergraduates' Learning Burnout Origin Questionnaire was reliable and validity.3. The learning burnout level of undergraduates is comparatively high. The most serious performance was improper behavior. The deficits of study resources from environment, own and major was a universal existence phenomenon.4. There were significant gender differences in performance of burnout. Female students are higher than males at the level of general learning burnout and reduced personal accomplishment.5. There were significant grade differences in the learning burnout performances and the reasons. The grade 3 is an important turning point. The overall tendency is the level of learning burnout in grade1, grade 2 and grade 3 reduced gradually, but in grade 4 it rise again. Freshman felt more deficits of study resources from own, and junior felt least academic pressure.6. There was no major difference in the learning burnout performance. But there were major differences in the reason of learning burnout. Comparatively speaking, liberal students felt more deficits of study resources from environment, whereas science students felt more study demands from academic pressure.7. Above all the reasons of learning burnout, the deficits of study resources from own and major were the most effective factors to predict the undergraduates' learning burnout.8. The constructed undergraduate' learning burnout origin model indicated: dejection would lead improper behavior, and reduced personal accomplishment developed parallel with the other two burnout aspects; The deficits of study resources could predict the three aspects of learning burnout; The high study demands could predict improper behavior; The study demands could also have an effect on the other two aspects of learning burnout through the study resources.