Research On The Relationship Between Learning Burnout And Social Support In Junior High School Students

Learning burnout refers to the physical and mental failure of an individual who has been in a high-pressure learning environment for a long time,resulting in the behavior of avoiding any learning-related activities.Social support refers to the fact that when an individual has a certain need to learn from the outside world,people outside give him what he needs and what can meet his needs.Junior high school students are in a period of rapid physical and mental development,with rapid germination of self-awareness and intense emotional reactions.According to Erikson’s research,the main task of this period is to establish a new sense of identity,and they care very much about their image in others and the collective.At the same time,junior high school students are facing the first academic separation between entering ordinary high school and vocational school.Parents and teachers,including many students themselves,have high requirements for academic performance,and many students have a sense of learning burnout under long-term pressure and anxiety.Both theoretical and practical studies agree that whether an individual can seek or get a certain degree of social support after learning burnout has different follow-up effects on learning burnout.Taking junior high school students as the object,this study explores the differences and correlation between learning burnout and social support in basic demography of junior high school students through investigation and case study,and explores the ways and pathways of the influence of the two variables.The study includes two parts:Study one randomly selected 750 students in the first,second and third grade of a junior high school in Wuxi City,and analyzed the differences and relationships between the demographic variables of learning burnout and social support of junior high school students by using the Learning Burnout Scale for Middle school students and the Social Support Rating Scale.On the basis of study 1,through case interviews with a small sample(24 participants)and grounded theory analysis,Study 2 explores the factors affecting students’ learning burnout,and analyzes the influence ways and action paths of the two variables at the individual level.The study found:(1)The overall learning burnout of junior high school students is at a low level,and the burnout is mainly manifested in the dimension of low sense of accomplishment.The third grade students had the strongest sense of learning burnout,followed by the second grade students and the first grade students.Gender and whether the only child were not the main influencing factors of learning burnout,but the physical exhaustion of girls was significantly higher than that of boys,and the degree of psychological exhaustion and indifference to learning of only children was higher than that of non-only children.(2)The social support level of junior high school students is above the average level,and the social support level of junior high school students is the highest,followed by junior high school students in the second grade and junior high school students in the third grade.Gender and whether they are the only child or not are not the main influencing factors of social support,but from the specific dimension,the subjective support of only children is lower than that of non-only children.(3)Social support is negatively correlated with learning burnout,that is,the level of social support can reverse predict the degree of learning burnout.(4)Social support is affected by junior high school students’ perception and use of support.(5)Both individual and environmental factors can cause learning burnout.Whether individuals suffering from learning burnout actively seek social support and get the corresponding personalized support is the key to alleviate or intensify learning burnout.