The Relationship And Intervention Between Time Management Disposition,Academic Self-efficacy And Learning Burnout Of Junior Middle School Students

Nowadays,China’s junior middle school students are affected by the pressure of entering a higher school and the high expectations of their parents.Their learning state is not optimistic.More and more students are tired of learning and bear a serious load in body and mind.In the previous research,it is found that the performance of junior middle school students in time management tendency and academic self-efficacy is closely related to learning burnout.This research takes the research of learning burnout and self-efficacy as the starting point to improve students’ learning burnout.This study is divided into two parts.Study 1 explored the effects of junior middle school students’ time management tendency and academic self-efficacy on learning burnout through questionnaire.Through the analysis of data,the following results were obtained:1.There is a significant correlation between junior middle school students’ time management tendency and academic self-efficacy and learning burnout.Learning burnout has a significant negative correlation with time management tendency and academic self-efficacy;2.Time management disposition and academic self-efficacy can effectively predict the level of learning burnout.3.Academic self-efficacy has a significant mediating effect between time management tendency and learning burnout;Based on the above research results,study 2 developed two sets of intervention courses for students’ time management tendency and academic self-efficacy.The students participating in Study 1 were divided into two experimental groups and one control group according to their classes,including:1.Experimental group 1: received the intervention course of time management tendency;2.Experimental group 2: received the intervention course of academic self-efficacy;3.The control group received general routine psychological courses.Through the comprehensive analysis of the pre-test and post test data of the experimental group and the control group,the following conclusions are obtained:The curriculum intervention for junior middle school students’ time management tendency and academic self-efficacy developed in this study has a good effect,which can effectively improve students’ time management tendency and academic self-efficacy,and reduce the level of learning burnout to a certain extent.