The Effect Of Family Cumulative Risk On Academic Burnout In Middle School Students:A Chain Mediating Effect Model

Secondary school students will inevitably have stress in school,but when stress is affecting students’ academic studies and depleting students’ physical and mental health,they are likely to enter a state of burnout.In fact,in schools,the problem of burnout among middle school students is a widespread problem.With the impact of the epidemic,students spend more time at home,and the influence of family on students’ learning status has also become greater.Therefore,this study aimed to explore the effect of family cumulative risk on academic burnout in middle school students,and the sense of coherence and cognitive emotion regulation strategies between the two.Based on the perspective of social ecology theory,resource conservation theory and general resistance to resources,616 junior and senior high school students were selected as participants,and the questionnaire survey was used to conduct the study.This study shows:(1)The sex difference test for each main variable showed that there were no significant differences in family cumulative risk,school burnout,sense of coherence and positive cognitive emotion regulation strategies.However,negative cognitive emotion regulation strategies were significantly higher in boys than in women.(2)The test of family location differences among the main variables showed that there were significant differences in family cumulative risk and positive cognitive emotion regulation strategies in family location,which showed that urban middle school students faced lower family cumulative risk than rural middle school students and adopted more positive cognitive emotional regulation strategies in the face of negative events.There were no significant differences in family location between school burnout,sense of coherence,and negative cognitive emotion regulation strategies.(3)The test of the difference between the main variables showed that the cumulative risk of households,school burnout,and negative cognitive emotion regulation strategies had a significant effect on the school segment.This is reflected in the fact that high school students face a lower cumulative risk of family than junior high school students.High school students have higher levels of burnout than middle school students.Junior high school students are higher in middle school and tend to use negative cognitive emotion regulation strategies.There were no significant differences in sense of coherence and positive cognitive emotion regulation strategies in middle and high schools.(4)The correlation analysis between the variables showed that family cumulative risk,school burnout,and negative cognitive emotion regulation strategies were significantly positively correlated with each other.Sense of coherence was positively correlated with positive cognitive emotion regulation strategies.Family cumulative risk,school burnout,and negative cognitive emotion regulation strategies were significantly negatively correlated with sense of coherence and positive cognitive emotion regulation strategies.(5)The test of mediating effect showed that middle school students’ psychological consistency played a mediating role between the cumulative risk of family and the academic burnout of middle school students,that is,the cumulative risk of family positively affected the academic burnout of middle school students by reducing the level of sense of coherence.The positive cognitive emotional regulation strategy of middle school students mediates between the cumulative risk of family and the academic burnout of middle school students,that is,the cumulative risk of family affects the academic burnout of middle school students by reducing the use of positive cognitive emotional regulation strategies in the face of negative events.Negative cognitive emotion regulation strategies did not mediate between family cumulative risk and academic burnout in middle school students.(6)Both positive cognitive emotion regulation strategies and negative cognitive emotion regulation strategies can play a chain mediating role between family cumulative risk and academic burnout in middle school students through sense of coherence.