Designing Of Undergraduates Learning Bunrout Oirgin Questionnaire And Application

Objective: Learning Burnout is a behavior which is expressed by physicalexhaustion and mental exhaustion and the consequent escape learning, duringlong-term sustainability of the compulsory learning. This study start withinvestigating the cause of the phenomenon of college students’ learning burnout, andprovide empirical basis for the cause of the phenomenon of college students’ learningburnout, and provide the theory basis for university students’ learning health.Methods: I have prepared the questionnaire of the emotional management ofuniversity students on the basis of the existing literature review , questionnaire surveyand interviews, and officially measured a total of 1050 full-time college students inthe school in 4 different universities in Shanxi. I have done a great quantity ofresearch with both questionnaire designed by myself and the <UndergraduatesLearning Burnout Questionnaire> designed by Professor Rong Lian. I have analysisthe status and characteristics of Learning Burnout, and the causes.Results:1 In preliminary measurement, obtained by the project analysis: I have deletedthe 10 items whose critical ratio is not reached the 0.05 significance level and 7 itemswhose discernment index is less than 0.2. I have deleted the 9 items after the principalfactor analysis and 4 standard screening of project selection. The final is to retain the34 entries, five factors, and the cumulative contribution rate is 50.979%2 Obtained by the project analysis: I have deleted the 1 item whose critical ratiois not reached the 0.05 significance level and 2 items after the principal factor analysisand 4 standard screening of project selection. The final is to retain the 31 entries, 6factors.3 Reliability index: The Cronbach’sαcoefficient of the various factors isbetween the 0.615 and 0.759, the reliability of the total questionnaire is 0.859. TheSplit-half coefficient of the various factors is between the 0.602 and 0.731, thesplit-half reliability of the total questionnaire is 0.848. This shows that this researchquestionnaire has a good reliability. Validity index: The correlation coefficientbetween each dimension is 0.301 ~ 0.571, the correlation coefficient between eachdimension and total scale is 0.633~ 0.847. The results of confirmatory factor analysis:χ~2/df <3，RMSEA<0.05，The value of GFI AGFI NFI CFI IFI are more than 0.8.This shows that this research questionnaire has a good construct validity. In order toensure agood content validity, I have checked a lot of literature, open-ended questionnaires, interviews and expert advices.Conclusions:1 The causes of Undergraduates Learning Burnout are complicated. It includesseveral elements, like the students themselves, college, major, self-efficacy, academicpressures and social.2 The <Undergraduates Learning Burnout Origin Questionnaire> is reliabilityand validity of measurement tool to find the origin of Learning Burnout.3 The main causes of Learning Burnout followed by factors of studentsthemselves, major, academic pressures and social.4 The phenomenon of Learning Burnout among undergraduates is serious, andmainly for misconduct.5 There are significant differences in gender, more male students are LearningBurnout then females, meanwhile male students are at a high level of emotionalturndown and misconduct, and it is caused by college factors, major factors andself-efficacy.6 There are significant differences in different colleges, is caused by every factor.The level of Learning Burnout from lower to higher is followed by ShanxiAgricultural University, Shanxi Medical University, Shanxi University and TaiyuanUniversity of Technology.7 There are significant differences in different grades, in the general burnout andall dimensionalities. Extent from heavy to light, followed by sophomore, senior,freshman, junior, the main causes are from college, major and social.8 There are significant differences in different majors, in the general burnoutand the dimensionalities of emotional turndown, misconduct and the low sense ofachievement. In the general burnout, Agricultural is the highest, Liberal Arts andScience are lower and they are at the same level, Medical is the lowest. This differentis caused by every factor.9 There are significant differences in the Learning Burnout level concerned witheconomic conditions. Students in better economic conditions have higher LearningBurnout level than others; this is caused by factors of social, major and self-efficacy.10 There are significant differences in the Learning Burnout level concernedwith location. Students from cities have higher Learning Burnout level than others,and more emotional turndown and low sense of achievement; this is caused by factorsof social, and major. 11 There are significant differences in the Learning Burnout level concernedwith academic achievement. Those students who have good grades in academicachievement have the lowest level of Learning Burnout, and students who have passgrades level in academic achievement have highest Learning Burnout level. And thisis caused by factors of students themselves and academic pressures.