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In this study, the questionnaire method Fuzhou three schools 1057 students in the school 's learning burnout , coping strategies and time management tendencies survey, the results showed that: ( 1 ) high school students with learning burnout . Burnout in learning whether begotten , grades, academic self-assessment , whether as a class cadres, there are significant differences . ( 2 ) Students Time Management Disposition in the moderate range , Time Management Disposition score in school type ( rural / urban secondary schools ) , whether begotten , whether as a class leader , grades, self-assessment , there are significant differences in academic performance . ( 3 ) active coping strategies students use frequency in school type, whether begotten , whether as a class leader , grades, academic self-assessment , parent education , there are significant differences . Frequency of use passive coping strategies in grade, self-assessment , there are significant differences in academic performance . ( 4 ) Students learn time management tendency to burnout and a significant negative correlation . ( 5 ) Students Learning Burnout and active coping strategies or coping strategies to maintain a significant negative correlation with passive coping strategies was a significant positive correlation . ( 6 ) Time Management Disposition and active coping strategies or coping strategies to maintain a significant positive correlation with passive coping strategies into a significant negative correlation . ( 7 ) coping strategies for learning burnout and time management tend to have some intermediary role . Finally, some suggestions based on the conclusions and pointed out the value and limitations of this study , in order to pave the way for future research . This paper in order to enrich students ' learning burnout research , to improve the mental health of high school students to provide evidence .
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