The influence of social support, life stress, coping style on learning burnout in middle school students

Abstract

Objective To explore the impact and prediction of social support, life stress, coping style on learning burnout in middle school students. Methods A total of 306 middle school students were investigated with adolescent student burnout inventory, middle shool psychological stressors questionnaires, social support rating scale for juveniles and simplified coping style questionnaire. Results The scores of learning burnout were 44.30±8.45. The moderate learning burnout accounted for 31.9%. There were no differences between social support, life stress, coping style(P>0.05). There were significant differences in social support ((46.57±12.50) vs (50.03±10.63)) between male and female(t=-2.536, P<0.05). There was positive correlation between learning burnout and life stress and negative coping style(r=0.146-0.301, P<0.05), and negative correlation between learning burnout and social support and positive coping style(r=-0.301--0.231, P<0.01). The learning stress(β=0.435), teacher stress(β=0.157), support availability(β=-0.204), negative coping style(β=2.668)were the mainly influencing factors of learning burnout in middle school students, which can predict 26.4% variation of learning burnout in middle school students. Conclusion Learning stress, teacher stress, support availability, negative coping style are the mainly influencing factors of learning burnout in middle school students. Key words: Learning burnout; Social support; Life stress; Coping style