The Relationship Between Academic Stress And Academic Burnout:The Mediating Role Of Hope

Under the exam-oriented education system in China,a general atmosphere of "score only" has been formed.Teachers and parents are accustomed to evaluate students’ performance in school with scores,so Chinese students are faced with fierce academic competition.Most students are under the pressure of "knowledge changes destiny" and "learning changes the future",and have always taken entering higher education as their life goal.However,there is a growing awareness that the chronic stress experienced by adolescent groups is so great that their academic achievement is impaired,mental health functioning is impaired and risk behavior rates rise.Experience a little pressure in the process of learning can improve learning efficiency,but the long-term experience of overload academic pressures will lead to academic burnout syndrome,feel exhausted in the learning process,homework and school overall loss of interest in learning,cannot complete the study task,and cannot be dealing with the relation between teachers and students and students,and to hold a pessimistic attitude towards grades,a sense of accomplishment is low,ultimately affect the academic achievement.Therefore,academic burnout has become an important problem for Chinese students.This study focuses on the possible existence of different types of academic burnout,hoping to understand the impact of academic pressure on each type of academic burnout,as well as the mediating role between them,so as to provide reference and reference for educators in education guidance of teenagers.A total of 1018 middle and high school students from three schools in Guangzhou were recruited to investigate the influence of academic stress on academic burnout and its mediating mechanism by using the Academic Stressors Scale,the Academic Burnout Scale and the Hope Scale.In the first study,the potential profile of academic burnout and the relationship between academic pressure and each profile were preliminarily discussed.The second study explored the mechanism between academic stress and academic burnout,namely the mediating role of hope.The research results of this study are as follows:(1)There are four different potential profiles of academic burnout: "well-being group","high fatigue-high efficiency group","low fatigue-low efficiency group" and "fatigue group".(2)The "well-being group" was taken as the reference group,and the "high fatigue-high efficiency group","low fatigue-low efficiency group" and "fatigue group" were compared with it.The results showed that the population distribution of various types of academic burnout patterns was affected by gender,grade,father and mother’s education level.Among them,students who are male,senior one and whose parents have lower education level are more likely to suffer from academic burnout.(3)hope the intermediary role between academic stress and academic burnout,namely,under pressure from their studies,"well-being" set of academic burnout relative to the "high-efficient group","low fatigue-inefficient power group" and "tired group" own the higher levels of hope,and thus reduce the procession of academic pressure caused by academic burnout level.To sum up,academic burnout can be identified as four simple,heterogeneous and practical subgroups,which have different influences on the academic development of teenagers.At the same time,based on the stress vulnerability model and the resource protection theory,it can be found that hope is an important mediating process of academic stress affecting the subgroup of academic burnout.These conclusions provide the basis for the formulation of effective intervention measures to prevent adolescent academic burnout.