The Influence Of Middle School Students’ Attribution Style And Core Self-evaluation On Learning Burnout

Learning burnout is a kind of common phenomenon in students,which influences students’ academic, human, physical and mental health, etc. Attribution style and core self-evaluation are two important factors of the personality traits. Both of them has the basic forming in the junior middle school stage, but they can still be changed in a certain degree by external forces. This study investigated the situation of attribution, the core self-evaluation and learning burnout and discuss the influence patterns among these three. Hope to provide a new, comprehensive point of view to help the school in reducing the learning burnout.The research randomly sampling 1150 middle-school students of four middle school in Urumqi, adopt in questionnaire investigation. The number of valid questionnaires is 1104. The main research results are as follows:1. The average score of the junior high school students’ MMCS is-14.93, present the internal attribution style. The average score of core self-evaluation is 39. The average score of HSSB is 47.74.2. There are no significant gender differences of core self-evaluation, attribution style and academic burnout between boys and girls. On the attribution of interpersonal attribution scores boys was significantly lower than girls, the boy is significantly higher than the girl on the academic attribution score. In the emotional exhaustion dimension learning burnout, boys scored higher than girls and there are significant differences.3. The score of the junior high school students’ MMCS is increased with grade. In the core self- evaluation grade one was significantly higher than that of grade two. The grade two and three are significantly higher than the grade one in the score of learning burnout.4. The core self-evaluation and attribution way total score of each dimension has significant negative correlation. Attribution and learning burnout scores and total score has significantly positive correlation. The core self-evaluation and learning burnout’s total score of each dimension has significant negative correlation.5. The core self-evaluation in attribution style and the partial intermediary effect between learning burnout.The main conclusions are as follows:1. Junior high school students as a whole tend to internal attribution. The core self-evaluation is above the average level. Junior high school students showed no learning burnout as a whole.2. Boys in the interpersonal aspect more likely a internal attribution; girls in the study more likely a internal attribution; boys are easier to produce in the study of emotional exhaustion.3. The lower grade junior high school students, the more internal attribution. The first grade’s core self-evaluation is the highest. Learning burnout degree increased with grade.4. The higher the core self-evaluation, the lower the degree of students’ learning burnout. Attribution way more inclined to internal attribution, the lower the degree of learning burnout.5. Attribution way has a direct effect on learning burnout, that the more internal attribution, the lower of the degree of students’ learning burnout. It also through the core self-evaluation indirect influence learning burnout. Within the more inclined to attribution attribution way, the higher the core self-evaluation of the students, the lower the degree of learning burnout.