The Relationships Of Class Group Attachment,Learning Burnout And Academic Help Seeking

Learning burnout is a continuous,negative and learning-related psychological state that occurs in normal people.Reducing students' burnout in learning is conducive to maintaining their physical and mental health and promoting their growth.Class group attachment refers to students' identification and emotional connection to the class group to which they belong.At the same time,academic help,as a kind of behavior of seeking solution to problems,also has a very important relationship with students' learning burnout.However,junior high school students,especially mobile junior high school students,are in the critical growth stage from childhood to adolescence,and the development of their various psychological qualities is in a relatively sensitive and fluctuating period.Therefore,this study explores the relationship between class group attachment and learning burnout of mobile and non-mobile junior high school students,so as to promote the students to form a secure attachment to the class collective,so as to reduce students' learning burnout and promote their academic development.At the same time,in-depth discussion of the action mechanism of academic help-seeking behavior is helpful to improve the love for learning of different types of junior middle school students,and to find more operable intervention means to reduce students' learning burnout.In this study,1521 junior high school students(588 mobile students and 933 non-mobile students)from three junior middle schools in anhui province were selected as the investigation objects,focusing on the comparison between mobile and non-mobile junior high school students.The class group attachment scale,adolescent learning burnout scale and academic help-seeking behavior scale were used to investigate the subjects.SPSS 25.0 and AMOS 22.0 statistical analysis software were used to analyze the data.The result analysis shows that:(1)In terms of class group attachment scores,there is a significant difference between mobile junior high school students and non-mobile junior high school students,and the difference is that mobile junior high school students are higher than non-mobile junior high school students.In terms of academic help-seeking behavior scores,there is a significant difference between mobile junior high school students and non-mobile junior high school students,which is manifested as that the executive help-seeking and avoid-seeking of mobile junior high school students are higher than that of non-mobile junior high school students,and the instrumental help-seeking(teacher)and instrumental help-seeking(classmate)are lower than that of non-mobile junior high school students.In terms of learning burnout scores,there is a significant difference between mobile junior high school students and non-mobile junior high school students,which is manifested as that mobile junior high school students are higher than non-mobile junior high school students.(2)Class group attachment anxiety and avoidance can significantly predict learning burnout in a positive way,and there is no significant difference in the predictive effect between mobile and non-mobile junior high school students.(3)The dimensions of executive help and avoidant help in academic help behavior can significantly positively predict learning burnout;Instrumental help(teachers)and instrumental help(classmates)can significantly negatively predict learning burnout,and there is no significant difference in the predictive effect between mobile and non-mobile junior high school students.(4)The four dimensions of academic help-seeking behavior all play a part in mediating the relationship between class group attachment and learning burnout,and there is no significant difference between the mediating models of these two types of junior high school students.The research results are of great significance for understanding junior high school students' learning burnout from the perspective of class attachment and academic help-seeking behavior.