Research on the relationship among life events, academic self-efficacy and learning burnout of left-behind middle school students / 中华行为医学与脑科学杂志

ABSTRACT

Objective To explore the relationship between life events,efficacy of self learning and learning burnout of Left-behind middle school Students.Methods 526 left-behind middle school students and 860 non -left-behind students were tested by means of scales of life events,academic self-efficacy and learning burnout.Results The degree of interpersonal relationship,learning pressure,health adaptation,life events,self-efficacy of learning ability,learning behaviors,and learning,sense of alienation between teacher and students,physiological depletion,and learning burnout of left-behind middle school students were lower than non left-behind students,and were statistically significant.The interpersonal relationship(r=0.270,P＜0.001),learning pressure(r=0.289,P＜ 0.001),being punished(r=0.242,P＜0.001),health adaptation(r=0.301,P＜0.001) and others (r=0.322,P＜ 0.001) were positively related to learning burnout.Self-efficacy of learning ability(r=-0.334,P＜0.01) and learning behaviors(r=-0.157,P＜0.001) were significantly and negatively related.Interpersonal relationship (r=-0.092,P＜0.05),learning pressure (r=-0.123,P＜0.01),being punished (r=-0.178,P＜0.001) and others (r=-0.254,P＜ 0.001) were negatively related to self-efficacy of learning ability.Being punished (r=-0.109,P＜ 0.05)and others(r=-0.209,P＜0.001) were significantly and negatively related to self-efficacy of learning behaviors.Self-efficacy,health adaptation,learning pressure,self-efficacy of learning behavior and others all entered the regression equation.Path analysis showed that there were five paths that have significant influences on learning burnout.Conclusion The levels of response to emergency of life events and enhance the academic self-efficacy of leftbehind students can be improved to reduce and prevent learning burnout.