The Dynamic Relationship Between English Learning Burnout And English Achievement Of Senior High School Students

Learning burnout is a phenomenon of emotional and physical exhaustion,alienation with students and teachers,low efficacy in study,which is mainly caused by long-term study pressure and heavy academic burden.This reflects the negative learning psychology,which leads to a series of disorders in psychology,behavior and physiology of students,and it has direct influence on students’ academic performance.English plays an important role in compulsory education stage,so it was put in the first place in learning.However,English learning burnout is a universal phenomenon among high school students.They lack interest and motivation in learning English,and they are in low spirits and feel tired easily when studying English.There is no doubt that English learning burnout will affect students’ study quality and their relationship is close.But early researches mainly concentrated on concept,theoretical basis,research contents and research methods.And the research about learning burnout in specific subject is still to be carried out.The variation trend of students’English learning burnout in high school and the relationship between English learning burnout and English performance have not been well investigated.Therefore,this study took high school students as the subjects,and investigated the dynamic relationship of English learning burnout and English performance from Grade 1 to Grade 3 in a senior high school.Therefore,this study aims to explore the following three questions:1.How does the English learning burnout vary from Grade 1 to Grade 3 in senior high school?2.How does the relationship between English learning burnout and English performance change from Grade 1 to Grade 3 in senior high school?3.To what degree can English learning burnout explain students’ English performance change from Grade 1 to Grade 3 in senior high school?The data were analyzed with an analytical software called SPSS 13.0 and the main findings are as follows:1)there is a rising trend of students’ English learning burnout from Grade 1 to Grade 3 in senior high school;2)the coefficient of English learning burnout and English performance rises firstly and then decline with their grades rising.Specifically,from Grade 1 to Grade 2,the coefficient rises and then declines from Grade 2 to Grade 3,and the coefficient gets to the highest point in Grade 2;3)the explanation of English learning burnout to students’ English performance also rises firstly and then declines with their grades rising.More narrowly,in Grade 1,only cynicism can explain students’ English performance;in Grade 2,both exhaustion and cynicism can explain students’ English performance and the explanatory powers are enhanced when they are combined;in Grade 3,only exhaustion can explain students’ English performance.