Study On The Relations Between The Learning Burnout Of Vocational Students And Their Sense Of Self-worth And The Group Sandplay Intervention Effect

Learning burnout refers to students showing such states as body and mind’sexhaustion, the alienation of school work, low personal achievement students in theface of learning tasks. Vocational students’ constant failure experience of study givesrise to their strong inferiority complex and fails to acquire the self-affirmation fromthemselves and surrounding and experience the self-worth. Sense of self-worth meansthe individual’s positive affect experience generated due to cognition andself-evaluation in the social activities, including cognition, attitude, emotion andevaluation and other psychological components, taking judgment and experience ofself-worth as the core.In order to explore the relations between the learning burnout of vocationalstudents and the sense of self-worth, the author selects782vocational studentsrandomly to carry out the testing according to two forms, Teenager Learning BurnoutScale and Teenager’s Sense of Self-worth Scale. The results show that the learningburnout of vocal students is significantly negative correlated with the sense ofself-worth and the social ordinary self-worth and the social special psychologyself-worth has the negative prediction on the learning burnout; the social ordinaryself-worth is significantly correlated with low personal achievement dimension andhas the negative prediction on the low personal achievement.Sandplay therapy is a kind of projective play that the individuals can express theirego mental world by making sandplay works. In order to investigate vocal students’expression of self-worth in the sandplay works, this thesis analyzes the originalsandplay works accomplished by42high-score vocal students and42low-score vocalstudents based on the score of Teenager’s Sense of Self-worth Scale. The outcomeindicates that vocal students with low personal achievement lack sufficient energy ofexploring self-worth positively in their sandplay works, show relative low socialself-worth and negative self image and denies the self role and value in sandplayworks, while vocational students with high personal achievement show positivefeatures of the writing. In order to probe into the effect of team sandplay intervention to learning burnout,this thesis adopts the peer group pretest and posttest design and selects48vocationalstudents with learning burnout,16each group, to participate in the team sandplay,film therapy and control group respectively. The group of group sandplay is dividedequally into2groups to take part in the weekly group sandplay intervention for8times; the group of film therapy is also divided into2groups to participate in theweekly motivational movie intervention for8times; no measure is adopted for thecontrol group. The results show that group sandplay can promote vocal students’self-worth and relieve their learning burnout.In brief, social ordinary self-worth and social special psychology self-worthconstitute the effective predictors. The sandplay can convey the features of vocalstudents’ self-worth and the group sandplay can promote vocal students’ self-worthlevel and relieve the learning burnout.