An Intervention Study Of Academic Burnout Among High School Students Based On Academic Self-efficacy Study

Academic self-efficacy is a prediction of students’ ability to complete learning tasks independently and successfully,which directly or indirectly affects their academic performance.When students are in a learning situation,they experience emotional and physical depletion,alienation from peers and teachers,and loss of interest in learning because of the pressure of schoolwork and the unbridgeable gap between their learning goals and learning content and their own resource expectations.Studies have confirmed that academic self-efficacy is an effective predictor of academic burnout.High school is a critical stage in students’ secondary school years,and the healthy development of high school students,as the backbone of social development,is one of the influencing factors in the development and progress of society.Therefore,this study explores the current situation,correlations and interventions between academic self-efficacy and academic burnout among high school students,which,to a certain extent,can expand the domestic research on academic self-efficacy and academic burnout and further explore the relationship between them in depth,which is beneficial to help high school students relieve psychological and physical stress,not only to relieve their psychological and physical stress,but also It is helpful to stimulate high school students’ interest in learning,improve their learning efficiency,and enhance their academic performance.The study is divided into two parts: Study 1,using the whole group sampling method,700 students were selected as subjects in the senior middle school of Ningde No.1 Middle School,and a questionnaire survey was conducted to analyze the current situation of academic self-efficacy and academic burnout of high school students and the correlation between them;Study 2,using group counseling to improve the level of academic self-efficacy of high school students so as to reduce their academic burnout level.The second study was to use group counseling to improve the academic self-efficacy level of high school students and thus reduce their burnout level.Based on the above research ideas,a comparison experiment was designed with an experimental group(12 students)and a blank control group(12students),and 10 targeted group counseling sessions were conducted in the experimental group.The blank control group did not impose any intervention.Using the Academic Self-Efficacy Questionnaire compiled by Song-Yu Liang and the Adolescent Burnout Scale compiled by Yan Wu and Xiaoyang Dai as the research tools,a field questionnaire was used to analyze academic self-efficacy and academic burnout in high school,and SPSS 26.0 was used to analyze the data and statistics,and the following results were obtained.(1)Objectively,academic self-efficacy of high school students was evenly developed,with different characteristics in terms of gender,whether they were only children,and whether they were class leaders.(2)High school students’ academic burnout was at the lower to middle level,and it was significantly influenced by the factors of whether they were only children and whether they had been or were serving as class officers.(3)The academic self-efficacy of high school students and the level of academic burnout showed a significant antagonistic developmental relationship.In other words,the higher the academic self-efficacy,the lower the burnout;and academic self-efficacy significantly predicted the level of burnout.(4)High school students differed in academic self-efficacy and its dimensions and burnout and its dimensions.(5)Targeted and purposeful group counseling activities were effective in enhancing high school students’ academic self-efficacy and reducing their levels of academic burnout.