A Study On College Students' Professional Commitment, Life Satisfaction And Learning Burnout

Learning burnout is a kind of negative learning state, which reflects students’ passiveattitudes and behavior reactions toward learning. It is this kind of negative psychological statethat restricts the round development of university students and the training and teachingquality of universities. Nevertheless, professional commitment and life satisfaction are a kindof positive attitudes and behavior reactions that students hold on. And these kinds ofpsychological states promote the round development of students and universities. As positivepsychological qualities can promote the development of students and universities, the majoraims of this study is to develop and stimulate the positive psychological qualities andovercome and improve the negative psychological qualities. Our study process is as follows:first, to reveal the relationship of the mentioned variables; Then, to implement an interventionto this kind of negative learning state according to the related study results.At the beginning of this study, the author analysis the related materials and papers, andgive a summary and discussion about that. In the process of this study, the author studies therelationship of Learning burnout, professional commitment and life satisfaction, and toimplement an intervention to university students’ negative learning state. In the end of thisstudy, the author makes a reflection of this study and put forward some proposals for thefuture researches.This study collects517pieces of valid dates from Chang Zhi University and Qu FuNormal University among a total560copies of the questionnaire, and analyses these dates bySPSS. Results are as follows:(1)The learning burnout, professional commitment and life satisfaction’s level ofUniversity students is relatively high, and there are significant differences on differentdimensions among these demographic variables.On the dimensions of depression and total learning burnout, the scores of boy universitystudents are significantly higher than girl university students. Nevertheless, on the dimensionsof Learning satisfaction, health condition satisfaction, subjective satisfaction, objectivesatisfaction and overall satisfaction, the scores of boy university students are significantlylower than girl university students.On the dimension of achievement felling, the scores of arts university students aresignificantly lower than science university students. However, on the dimensions of emotionalcommitment, normative commitment, and overall professional commitment, the scores of artsuniversity students are significantly higher than science university students.On the dimension of achievement felling, the scores of freshmen are significantly lowerthan sophomore year and junior grade students. On the dimensions of depression, misconduct, overall learning burnout, ideal commitment, health condition satisfaction, the scores offreshmen are significantly higher than sophomore year and junior grade students. On thedimension of affective commitment, friends satisfaction, image and performance satisfaction,subjective satisfaction, objective satisfaction and overall satisfaction, the scores of sophomoreyear students are significantly lower than and junior grade students.On the dimensions of affective commitment, normative commitment, and overallprofessional commitment, learning satisfaction, economic satisfaction and objectivesatisfaction, the scores of the rural university students are significantly lower than cityuniversity students.(2)There is a negative relationship among learning burnout, professional commitmentand life satisfaction, and a positive relationship between professional commitment and lifesatisfaction. Learning satisfaction, emotional commitment and subjective satisfaction cansignificantly predicted the level of learning burnout, the explain rate are31.2%,27.4%,12.1%.That is to say, the heavier the situations of university students’ learning burnout is, the lowerthe levels of university students’ life satisfaction and professional commitment are. Thus, wecan find the relationships of these three variables and can make according measures about theintervention to students’ learning burnout.(3)There is an incomplete mediating role among professional commitment and lifesatisfaction, depression、misconduct, total learning burnout, the mediation rate are12.2%,22.6%,16.4%. That is to say, by acting to university students’ professional commitment, thelife satisfaction has an effect to their learning burnout.(4)Psychological intervention scheme can effectively improve the sate of universitystudents’ learning burnout. In the process of psychological intervention, university studentshave mastered the necessary skills of how to thinking and learning. Therefore, the situation oftheir passive attitudes and behavior reactions toward learning has greatly improved.