The Relationship Between Perceived Social Support And Learning Burnout In Junior High School Students' English Learning: The Mediating Role Of Academic Self-concep

The junior high school is the fundamental part in China’s education,and learning is significant at this stage.However,in recent years,many studies have shown that students’ learning conditions are not optimistic,the pace of learning is fast,and the competition is fierce,which makes students have learning burnout,and the growth trend of learning burnout in junior high school is obvious.As one of the main subject,English is compulsory for junior high school students to attend the secondary school entrance examination.Many areas have set up English courses from primary schools,some even from kindergartens.The long-term high load learning and the lack of language environment make junior high school students’ English learning burnout particularly prominent.Therefore,it is urgent to find effective ways to reduce students’ English learning burnout.As an important concept in psychology,English academic self-concept has an Significant influence on students’ English learning.Most of the previous studies focused on college students.Recently,the research on junior high school students has increased,but most of them focused on the investigation of junior high school students’ English learning burnout,and pay less attention to the link between English learning burnout and English academic self-concept.The group dynamics theory believes that the social support in the group will have an important impact on the individual’s behavior and psychology,so this theory provides a theoretical path for us to understand how social support affects English learning burnout through individual English academic self-concept.Therefore,this paper takes junior high school students as subjects,discusses the relevance between junior high school students’Perceived social support and English learning burnout,tests the mediating role of English academic self-concept,and discusses its mechanism.This paper focuses on quantitative research and qualitative analysis.In the first study,about 495 students from two middle schools in Beijing and in Sichuan.Using Jiang Qianjin’s Perceived Social Support Scale,Li Xiaoxi’s English Academic Self-concept of Middle School Students and Yang Tao’s Foreign Language Learning Burnout Scale as research tools,this paper inquires into the current situation and relationship of them.In the second study,selects 10 junior high school students based on their English scores and conducts semi-structured interviews to investigate the differences,performance,influencing factors in students’ perceived social support,English academic self-concept and English learning burnout,then find out the strategies to alleviate English learning burnout.The results are as follows:(1)There is no difference in English learning burnout among ethnic group,but there are dramatic differences in gender,whether they are boarders,census register,age,grade,and the starting time and duration of English learning.(2)The junior high school students’ perceived social support has no difference in age,grade,whether they are boarders,and ethnic group,but there are dramatic differences in gender,census register,and the starting time and duration of English learning.(3)There is no difference in English academic self-concept in gender and ethnic group,but there are dramatic differences in whether they are boarders,census register,age,grade,and the starting time and duration of English learning.(4)There is a correlation between junior high school students’perceived social support,English academic self-concept,and English learning burnout.The specific performance is as follows:there is a significant positive correlation between perceived social support and English academic self-concept.Perceived social support and English academic self-concept negatively predict English learning burnout.(5)English academic self concept plays a completely mediating role in perceived social support and English learning burnout.(6)In qualitative research,it is found that students in the high group have higher English academic self-concept than those in the low group,and lower English learning burnout than those in the low group.Based on the above conclusions,this study suggests that increasing perceived social support and improving English academic self-concept can alleviate English learning burnout to a certain extent.