| The Middle school is an important stage of a person’s significant physical and mental development.During this period,students are prone to negative psychological troubles in academic career,interpersonal relationship and selfdevelopment due to their immaturity,lacking of the problem solving ability and frustration tolerance.Adolescent have many stressful events in life,such as intense competition and high expectations from who around them,and those all challenge the physical and mental state of adolescents.Subjective well-being is a comprehensive assessment of an individual’s life experience,which affects individual learning mood.Middle school students who have been in a high intensity learning atmosphere for a long time,expose to academic pressure and do not using the corresponding resources to face it,will also lead to learning burnout.Mental resilience helps ease the troubles in students’ growth stage and life.The topic of subjective well-being,learning burnout and mental resilience has been widely concerned in China,but few studies have analyzed the relationship between three.Therefore,it is particularly important to explore the relationship between subjective well-being,learning burnout and mental resilience.On this basis,it is worth trying to improve learning burnout through group counseling aimed at improving mental resilience.Prior to the formal study,221 questionnaires were collected for confirmatory factor analysis using AMOS.The validity of the questionnaire were tested according to the report results.In the first study,491 students from a middle school in northern China were surveyed by the Adolescent Subjective Well-being Scale,Adolescent Learning Burnout Scale and Adolescent Resilience Scale.SPSS was used for statistical analysis of the data,to investigate whether there were significant differences in demographic variables among subjective well-being,learning burnout and mental resilience,and to analyze the relationship among the three.Model 4 of Process,a SPSS macro program developed by Hayes,was used to analyze the mediation effect.The data processing and analysis results are as follows:(1)The subjective well-being of junior high school students has significant differences in gender,class cadre and grade factors,the score of boys is higher than girls,the score of class cadres is higher than that of ordinary students,the score of junior students is higher than that of junior students,and the score of junior students is higher than that of junior students.While the only child and left-behind children have no significant influence.Junior high school students learning burn out in class cadre,grade,the only child,left-behind children factors have significant differences,the score of class cadres is lower than that of ordinary students,nonleft-behind children scored lower than left-behind children,students in grade one scored lower than students in grade two and three,and non-only children scored lower than only children.There was only a difference in the dimension of physical and mental exhaustion among gender factors,the score of girls is higher than boys.The psychological resilience of junior middle school students showed significant differences in gender and grade factors,the score of boys is higher than girls,and first and third graders scored lower than second graders,but no significant differences in class cadres,only children and left-behind children.(2)There is a significant correlation between subjective well-being,learning burnout and mental resilience of junior high school students.Specifically,there is a positive correlation between subjective well-being and mental resilience,a negative correlation between subjective well-being and learning burnout,and a negative correlation between mental resilience and learning burnout.(3)Psychological resilience plays a partial mediating role in the influence of subjective well-being on learning burnout.In the second study,group counseling mainly focuses on psychological resilience intervention,according to the score of Adolescent Mental Resilience Scale in the first study,students with lower score were interviewed.Participate in the experiment of Study 2 on a voluntary basis.The subjects were divided into 12 subjects in the control group and 12 subjects in the experimental group.The experimental group received 13 group counseling activities,while the control group did not receive any experimental treatment.After the end of the group auxiliary activity,the experimental group and the control group were tested for the second time,SPSS was used for statistical analysis of the data,and the qualitative results of group counseling were investigated through the Feedback Questionnaire of Group Counseling Activity.The results show that the mental resilience level of the experimental group has been significantly improved,while the learning burnout has been significantly reduced,which indicates that group psychological counseling can effectively reduce the learning burnout of junior high school students by improving the level of mental resilience.In conclusion,subjective well-being,learning burnout and mental resilience of junior middle school students are different in some demographic variables,and mental resilience plays a partial mediating role between subjective well-being and learning burnout.In order to better identify differences in demographic variables,the sample size and region could be expanded in the future.Group psychological counseling has a significant effect on improving mental resilience and relieving learning burnout,and plays a positive role in the good mental health of junior high school students.Follow-up researchers can refer to this group counseling program for reference and conduct follow-up surveys among group members to test the stability of intervention effects over time. |
PDF Full Text Request