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An Intervention Study About Correcting Learning Burnout in Self-taught Students by Using Core Self-evaluation

Author: WangZuo
Tutor: WangXiHua
School: Zhangzhou Normal University
Course: Applied Psychology
Keywords: vocational college students learning burnout core self-evaluation coping style
CLC: B844.2
Type: Master's thesis
Year: 2011
Downloads: 246
Quote: 3
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Abstract


Because the university entrance exam loss and the exist of a certain social prejudices about higher vocational education, the self-evaluation of vocational college students are often at their own bias, lower self-esteem, and most students exist obvious learning burnout phenomenon. In this paper, based on reference to domestic and international factors on the learning burnout and research results, we discusses the influence between core self-evaluation、coping styles and learning burnout and intervention programs by using the college students’ learning burnout survey scale、the core self-evaluation scale and simple way to respond to the questionnaire. The results show that:(1) Vocational college students in general have high level of learning burnout, there are gender and grade differences; different core self-evaluation of gender differences in vocational college students significantly; vocational college students’coping styles are in a positive way, there are no differences between gender, grade, and major. There are significant differences between self-taught students’and normal vocational college students in learning burnout, core self-evaluation and coping styles.(2) The core self-evaluation and learning burnout was negatively correlated. Positive coping styles and learning burnout was negatively correlated, and negative coping styles and learning were positively related to burnout. Core self-evaluation and positive coping styles were positively correlated with negative coping showed a significant negative correlation. Core self-evaluation and coping styles can predict the learning burnout level of 25.4%.(3) Group counseling program can effectively improve the level of self-taught students’learning burnout and coping style, and in the promotion of a positive coping, has a long-term suppression of negative coping. But this method requires long-term culture system in order to have better results.

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