A Study On The Influence Of Senior High School Students’ Academic Stress And Learning Burnout On Their English Achievements

At a time when quality education is deepening and developing in China,exam-oriented education with utilitarian orientation still exists,and the one-sided pursuit of higher education rate has led to excessive academic burden of secondary school students.The excessive academic pressure and burden of secondary school students as well as learning burnout in China has become a key issue in the process of education development,and the pressure state of high school students facing the college entrance examination is even more prominent.In an increasingly competitive high school,students who fail to adapt to the environment and plan their time effectively and rationally will suffer from academic burnout and excessive academic pressure,which can lead to burnout,anxiety,paranoia and other negative emotions,or even psychological problems.Therefore,this study takes senior high school students’ academic stress and learning burnout as independent variables,and senior high school students’ English scores as dependent variable,with an aim to establish the effect of senior high school students’ academic stress and learning burnout on English scores.This scientific research selected questionnaire research and literature analysis methods to investigate 224 senior high school students in Zhangzhou City,Fujian Province,and strive to explore the following three questions:（1）Is there a correlation between senior high school students’ academic stress and learning burnout?（2）Are there differences in gender between senior high school students’ academic stress and learning burnout?（3）What is the influence of Learning burnout and learning stress on English achievement?The findings acquired from the data analysis of SPSS21.0 are as follows:（1）The mean score of single item of senior high school students’ academic stress is 185,the highest score is 269,the lowest score is 91.The mean score of senior high school students’ learning burnout is 56.35,the highest is 95,the lowest is 32.（2）The correlation coefficient value between learning burnout and academic stress matches r=0.797,P=0.000<0.05.（3）The correlation coefficient value of senior high school students’ academic stress and English scores matches r=-0.204,P=0.002<0.05;The correlation coefficient value between learning burnout and English scores matches r=-0.184,P=0.006<0.05.The conclusions of research:（1）Senior high students’ academic stress and learning burnout generally tend to middle level.（2）Learning burnout is significant positive correlated with academic stress.（3）Senior high school students academic stress,learning burnout and English scores are related.A negative correlation between academic stress and English scores.A negative correlation between learning burnout and scores.Ultimately,the author puts forward some advise on how to relieve academic stress and learning burnout from teachers perspective.Hope it will be useful in future English teaching research.