A Study On The Relationship Between Self-differentiation,Self-handicapping And Learning Burnout Of College Students

Self-differentiation is the ability of the individual to maintain a balance between reason and emotion,intimacy and independence,and has an important influence on the individual's mental health.Self-handicapping is any action and choice that an individual can take to increase the chance of externalizing the cause of failure in order to avoid or reduce the negative impact of poor performance in the context of achievement.Self-handicapping is a passive self-protection or self-elevation strategy.Self-handicapped persons cannot rationally face pressure and failure,and show self-differentiated development.When students have no interest in learning or lack of motivation but have to do it,they will feel bored,tired,depressed and frustrated,which will lead to a series of inappropriate escape behavior.This kind of state is learning burnout.At present,studies have confirmed the negative predictive effect of self-differentiation on learning burnout,but have not yet had the mechanism of self-differentiation on learning burnout,especially the self-interfering role in selfdifferentiation and learning burnout.Therefore,this paper proposes to study the relationship between college students' self-differentiation,self-handicapping and learning burnout,and further explore the mechanism of self-intervention in self-differentiation and learning burnout.In this study,the self-differentiation scale,self-impedance scale,and the College Student Learning Burnout Questionnaire were used as research tools to investigate the status quo of self-differentiation,self-impairment,and learning burnout of college students through a questionnaire survey of 1,106 college students.The authors conducted an empirical study and found the following conclusions:1.Self-differentiation of college students is in the upper middle level,and there are significant differences in demographic variables such as gender,majors,grades and whether poor or not.College students' self-handicapping is in the middle-lower level,and there are significant differences between the factors of grades and whether poor or not.College students' learning burnout is at a lower level,and there are significant differences in factors of origin,whether they are only children,majors,grades and whether poor or not.2.Self-differentiation of college students is significantly negatively correlated with learning burnout.Individuals with higher levels of self-differentiation have lower levels of learning burnout;college students' self-handicaps are significantly correlated with learning burnout,and individuals with higher self-impairment tendencies have learning burnout.The more serious it is;the self-differentiation of college students is significantly and negatively related to self-handicapping.The higher the level of self-differentiation,the more individuals will not use self-handicapping strategies to protect or improve.3.Self-differentiation of college students has a negative predictive effect on learning burnout,self-handicapping has a positive predictive effect on learning burnout,self-differentiating factors and self-handicapping can jointly explain the 37.8% variation in learning burnout;self-intervention in self-differentiation The influence of learning burnout plays a partial mediating role,indicating that self-differentiation not only has a direct effect on learning burnout,but also indirectly affects learning burnout by affecting self-handicapping.