Influencing Factors And Intervention Of Adolescent Students’ Learning Burnout

Adolescence is an important period in the whole life,individuals generally enter puberty in junior high school,adolescent students not only face the stress of learning,but also suffer the physical and mental changes brought by adolescence.At present,adolescent students generally experience overload stress and learning burnout.At the same time,junior school students’ selfconsciousness begins to enter the high-speed development stage.Self-differentiation is an individual’s ability to maintain a balance between intellect and emotion,intimacy and independence.Self-handicapping refers to a series of behaviors and choices that hinder one’s efforts in order to avoid being perceived as incompetent in achievement or performance situations.The self-differentiation of adolescent students reflects their reactions to stress and frustration,and sometimes being too concerned about the opinions of others can lead them to choose self-handicapping defenses.This paper takes adolescent students as the research object,through three studies,adolescent students perceived stress,self-differentiation,selfhandicapping,learning burnout overview;To explore the role of self-differentiation and selfhandicapping in the process of perceived stress on learning burnout;And try to reduce learning burnout through the intervention of self-differentiation.In the first study,1454 junior high school students aged 12-16 were surveyed using the Perceived Psychological Stress Scale(CPSS),the Chinese Revised Self-Differentiation Scale(DSI-R),the Chinese version of the Self-handicapping Scale and the Adolescent Learning Burnout Scale.The results showed that adolescent students had a medium high perceived stress(1.61±0.93),a high level of self-differentiation(4.19±1.13),a low level of self-handicapping(2.54±1.16)and a medium low level of learning burnout(2.65±0.94).The perceived stress of adolescent students is different in gender,grade and academic performance.The selfdifferentiation,self-handicapping and learning burnout of adolescent students have significant differences in gender,grade,academic performance and whether they are class leaders.Longitudinal tracking design was adopted in the second study.After questionnaire collection in Study 1(T1 time point),a second questionnaire was collected at an interval of 3months(T2 time point)to explore the influence mechanism of perceived stress on learning burnout of adolescent students.A total of 779 students with an average age of 13.31±1.35 years participated in the two questionnaires.The results showed that perceived stress predicted future learning burnout(β = 0.08,p < 0.05),and learning burnout predicted future perceived stress(β= 0.16,p < 0.001);Self-differentiation of junior high school students plays a longitudinal mediating role between perceived stress and academic burnout(RMSEA = 0.05,SRMR = 0.03,CFI = 0.99,TLI = 0.97;β = 4.48,SE = 0.01,p < 0.001).Perceived stress is moderated by self-handicapping in the second half of the mediating pathway of self-differentiation to learning burnout(β = 0.05,p < 0.05).These results indicate that if adolescent students can improve their self-differentiation level and adopt positive coping strategies to reduce self-handicapping when they perceive overload pressure,then the possibility of learning burnout caused by perceived stress will be reduced.The third study tries to improve the self-differentiation level of adolescent students through group intervention,so as to reduce their learning burnout.Through subject recruitment,inclusion interview and questionnaire screening,62 subjects were selected and divided into intervention group(32 subjects)and control group(30 subjects).The post-intervention group lost 5 subjects,and the actual number of subjects was 57.The control group attended the selfdifferentiation lecture twice a month;The intervention group participated in 8 group psychological counseling sessions on the theme of self-differentiation once a week.The results showed that there were differences between the intervention group and the control group in the dimensions of emotional disconnection and integration with others as well as the total score of self-differentiation(2.20 < ts < 3.01,ps > 0.05),and there were differences in the dimensions of low achievement in academic burnout(t =-2.05,p < 0.05).It shows that group psychological guidance on self-differentiation can effectively improve the level of self-differentiation of adolescent students and reduce learning burnout.Conclusions:(1)Adolescent students have medium high perceived stress,high level of self-differentiation,low level of self-handicapping and medium low level of learning burnout,and there are differences in gender,grade and academic performance.(2)Adolescents’ perceived stress and learning burnout can predict each other,and perceived stress can affect future learning burnout through self-differentiation,and in this process,self-handicapping can buffer the effect of self-differentiation on learning burnout.(3)Group psychological counseling on the theme of self-differentiation can reduce the learning burnout of adolescent students.