A Study On The Current Situation And Intervention Of Learning Burnout Of Rural Left-Behind Junior High School Students

The rural left-behind junior high school students are at a critical stage of physical and mental development.The lack of timely care,care,management and guidance from their parents is prone to learning burnout,which will adversely affect their study and life,and radiate to other aspects of life,easily inducing them.Mental health issues.This study uses questionnaire survey,group counseling and case consultation to study the learning burnout of rural left-behind junior high school students,which is divided into four parts.Study one understands the status and characteristics of learning burnout of left-behind junior high school students in rural areas;study two constructs a model of the influencing factors of learning burnout;study three conducts group psychological counseling intervention on the learning burnout of junior high school students in experimental classes;study four targets individuals with poor group psychological counseling effects Carry out psychological consultation and intervention in focusing on solving individual cases.The results are as follows:(1)The overall learning burnout level of rural left-behind junior high school students is moderately low,but the total score of learning burnout in the high group and the scores in each dimension are greater than 3 points,and the difference between the high and low groups is very significant,indicating that some of the rural left-behind junior high school students have serious learning The burnout people urgently need professional psychological help.(2)There are significant differences in the learning burnout of rural left-behind junior high school students in gender,grade,whether to serve as a class leader,and differences in demographic variables such as the number of siblings,the types of parents who work outside,the objects of residence,and the parents’ education levels.Not statistically significant.(3)Self-esteem and psychological capital are significantly negatively correlated with learning burnout and learning pressure;learning pressure is significantly positively correlated with learning burnout;self-esteem and psychological capital are significantly positively and strongly correlated.Each dimension of learning burnout is significantly related to self-esteem,psychological capital,and learning pressure.(4)The psychological capital of rural left-behind junior high school students plays a mediating role in the relationship between self-esteem and learning burnout.In addition to directly and negatively affecting learning burnout,self-esteem can also affect the level of learning burnout through psychological capital.(5)Learning pressure plays a regulating role,not only regulating the direct path of self-esteem and learning burnout,but also regulating the second half of the path from psychological capital to learning burnout.(6)Cognitive behavior group psychological counseling and focused short-term case treatment can effectively reduce the learning burnout level of left-behind junior high school students,and have better immediate and continuous intervention effects.