A Study On Attributional Style Of Failure In Test And English Learning Burnout Of Senior High School Students

The phenomenon of learning burnout becomes widespread among students,especially in their English learning.English learning burnout reduces learners’enthusiasm and it may also do harm to students’physical health,mental health and learning effect.Based on Weiner’s Attribution Theory,the research explored the current situation of the attributional style for academic failure and learning burnout of senior high school students with different English academic achievements,and the relation among attributional style,learning burnout and academic achievement.Through questionnaires and interviews,the findings are as follows:(1)Senior high school students tend to attribute academic failure to uncontrollable factors.Male students differ from female students in the sustained effort and luck.There is significant grade difference in the dimension of teaching quality.(2)Male students get higher scores than female students in the general level of learning burnout as well as in each dimension,and male students suffer more serious learning burnout problems.There are differences in the dimensions of emotional exhaustion and alienation between teachers and students in different grades.(3)Students5 attributional style has positive correlation with their English learning burnout.Sustained efforts,ability,difficulty and teaching quality have predictive power for learning burnout.(4)Senior high school students with different English academic achievements have difference in the dimension of ability,temporary efforts and sustained efforts.The low-level students tend to attribute academic failure to internal factors.Furthermore,learners with different English academic achievements have differences in emotional exhaustion,learning efficiency and physiological exhaustion.Compared to advanced students,the low-level students get higher scores in the general level of learning burnout and each dimension.They bear more severe learning burnout problems than high-level students.The author puts forward some suggestions as follows:(1)Teachers should attach importance to students1 different attributional styles and take corresponding measures.(2)It is necessary for teachers to strengthen psychological counseling and build up harmonious connection with students.(3)Teachers are expected to provide positive feedback on students’ behaviors timely,and motivate students to achieve more success experience.(4)Teachers can create more opportunities for students to learn from each other about positive attributional style,and pay more attention to students who have serious learning burnout problem.