A Study On The Relationship And Intervention Between Perceived Social Support,Academic Self-efficacy,Academic Emotion And Academic Burnout

This paper aims to explore the relationship between middle school students’understanding of social support and academic burnout.Aiming at the common academic burnout problems that negatively affect the learning effect in middle school students’ learning,this paper investigates and studies the important internal and external factors affecting academic burnout,such as academic self-efficacy,understanding of social support,academic emotion,etc,According to the relationship results,the group counseling program is used to effectively intervene the academic self-efficacy of middle school students,so as to reduce the academic burnout of middle school students.In order to understand the academic burnout and academic self-efficacy of six grades from junior one to senior three,1039 middle school students from eight junior and senior high schools in different regions of Anhui Province,Jiangxi Province and Henan Province were selected as research subjects by means of on-site investigation and sampling.After screening,data processing and analysis,There is a significant negative correlation between middle school students’ perceived social support and academic burnout,in which academic self-efficacy plays a partial mediating role.After the positive treatment of all dimensions of academic emotion,there is also a partial mediating effect,which is the result of study 1.In Study 2,the experimental method was used to effectively intervene the academic self-efficacy of middle school students.Eight group counseling intervention schemes were designed.16 subjects were selected as the experimental group and 16 middle school students as the control group.The data analysis before and after the intervention showed that the intervention was effective.The overall results show that:（1）Demographic variables（gender,grade,whether the only child,place of origin,whether the class cadre,family type,parents’ education level）have significant differences in academic self-efficacy,academic burnout,perceived social support and Academic Emotion of junior and senior high school students.（2）Middle school students’ perceived social support significantly negatively predicts middle school students’ academic burnout.（3）Middle school students’ academic self-efficacy plays a partial mediating role between perceived social support and acadeuic burnout.（4）Middle school students’ academic emotion also plays a partial mediating role between understanding social support and academic burnout.（5）Group counseling activities designed and implemented to improve middle school students’ academic self-efficacy have effectively weakened middle school students’ academic burnout.