The Relationship Between Attributional Style And Academic Burnout Of Junior High School Students And Its Intervention Research:the Mediating Effect Of Self Acceptance

The stage of junior high school is a fragile period during which adolescents are immature and their internal cognition is also changeable.At this stage,the students’ individual attribution and other cognitive dimensions lack stability and are vulnerable to external factors.The lack of effective attribution methods and practical attribution strategies will make the young students have paranoid and wrong self-cognition and evaluation,thus resulting in their indifference to their academic study and exclusion from campus life and so on.Adolescence is an important transitional period during which individual psychology gradually develop from childishness to maturity.As mental health educators,we should pay attention to the physical and mental health,psychological problems,cognitive development trends and other aspects of individual students,and conduct research on the cultivation and guidance of attributional style and exploring efficient and feasible intervention training measures.Multidimensional and Multidirectional Attribution Scale(MMCS),Self Acceptance Scale(SAQ),and Academic Burnout Scale(HSSB)has been adopted in this study.The research is divided into two parts with junior high school students taken as the research object.In Study 1,First of all,descriptive statistical analysis and difference test have been conducted on the investigation and research of attributional style,self-acceptance and academic burnout of junior high school students by questionnaire method.The research results show that the attributional style,self acceptance and academic burnout of junior high school students are in the medium level in general,and are significantly affected by gender,grade,academic performance and other factors.There is a large space for education improvement in the guidance and cultivation of attributional style,the improvement of self-acceptance degree and the adjustment of academic burnout.Secondly,a study has been conducted on the relationship between attributional style,self acceptance and academic burnout of junior high school students.The research data show that the attributional style of making internal attribution for success and external attribution for failure is positively correlated with self-acceptance and is negatively correlated with academic burnout.They also show that self-acceptance and academic burnout are negatively correlated;Self-acceptance plays a mediating role between attributional style and academic burnout.Finally,based on the research results of Study 1,a set of attribution training programs have been designed in Study 2,and intervention experiment group and natural control group have been set up for intervention research.The research has found that attribution training can significantly change the attribution tendency of junior high school students,which confirms that the curriculum content of the attribution program has certain effectiveness,and can alter the attribution style of junior high school students to a certain extent,thus promoting the level of self acceptance and reducing the degree of academic burnout.