Research On The Relation And Intervention Of Emotional Intelligence,Coping Style And Learning Burnout Of Junior High School Students

Today’s junior high school students are affected by the pressure of further education,high parental expectations and cultural values,and their learning status is not optimistic.More and more students are developing a burnout mentality and are under serious physical and mental load,therefore,it is necessary to intervene in junior high school students’ learning burnout.Previous studies have concluded that individual emotional intelligence and coping styles have positive effects on the prevention of learning burnout,but there is a lack of research on the relationship between emotional intelligence,coping styles and learning burnout among junior high school students and the lack of research on interventions mediated by coping styles.Based on this,this study aims to investigate the mechanism of junior high school students’ emotional intelligence on learning burnout and the mediating role of coping styles,and to improve junior high school students’ coping styles through group counseling in order to reduce the level of learning burnout,as well as to propose relevant suggestions and strategies.This study is divided into two parts,Study 1 focuses on the current situation of junior high school students’ learning burnout and the relationship between the three,using the Adolescent Burnout Scale,Emotional Intelligence Scale,and the Secondary School Students’ Coping Style Questionnaire to survey junior high school students in three middle schools(one in town and two in township)in two regions of Yunnan Province,a total of 1129 paper questionnaires were distributed,1080 valid questionnaires were distributed(mean age 13.70±0.82 years old,611 junior high school students,459 junior high school students,539 male students and 541 female students).The data were analyzed by combining independent samples t-test,ANOVA,correlation analysis,and mediation test,and the following results were obtained:1.Emotional intelligence and positive coping differed significantly in grade level,place of origin,whether or not they were only students,whether or not they were classroom leaders,family economic status,and parental education;negative coping differed significantly in place of origin and family economic status.2.The differences of learning burnout were significant on whether the student was an only child,whether the student was a classroom teacher,the student’s place of origin,the family’s economic status,and the parents’ education level.3.Emotional intelligence was negatively correlated with academic burnout,emotional intelligence was positively correlated with positive coping,and academic burnout was negatively correlated with positive coping and positively correlated with negative coping.4.positive coping plays a partially mediating role in emotional intelligence and learning burnout.Study 2 was an intervention study,based on the phenomenology of coping styles-interaction theory,ABC theory of emotions and other related theories,and at the same time,combined with the problem solving and help-seeking dimensions of positive coping to design a group counseling activity with the theme of positive coping,and screened 15 participants each from the experimental group and the control group The experimental group participated in 8 group counseling sessions,and the control group did not intervene.After the group counseling,the intervention effects were examined by means of pre-test,post-test and follow-up test after one month for the experimental and control groups,and the following conclusions were obtained from the results of data analysis:After the implementation of positive coping-themed group counseling activities in this study,there were significant differences in positive coping and learning burnout between the experimental group and the control group,and the positive coping of the experimental group was improved and the level of learning burnout was significantly reduced,indicating that the development of positive coping-themed group counseling intervention was effective and could effectively improve the coping style of junior high school students and thus reduce the level of learning burnout.