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| A study on the relationship between effort-reward imbalance for learning and learning burnout of high school students |
| LIU Lin-hui, MO Ying-lyu, YING Yi-fei, ZHANG Yan
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| The Second People's Hospital of Lishui,Lishui,Zhejiang,323000,China |
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Abstract Objective To have a better understanding of the effort-reward imbalance for learning and learning burnout of high school students and their relationship. Methods A sample of 420 high school students was selected by stratified random sampling. Scales were used to study the effort-reward imbalance for learning and learning burnout and multiple linear regression analysis was used to study their relationship. Results A total of 387 high school students were actually investigated and 42.38% of which had effort-reward imbalance for learning. There were no significant differences in the rates of effort-reward imbalance for learning between students of different grades and between students of different homeplaces（P>0.05）. Female students had higher level of excessive input than males（P<0.05）. The average score of learning burnout was 56.93±13.22. There were no statistically significant differences in the scores of learning burnout between students of different genders and between students of different homeplaces（P>0.05）. The students who had effort-reward imbalance for learning scored higher in learning burnout than that who did not（P<0.05）. Senior Three students scored higher in learning burnout than Senior Two and One students（P<0.05）. The multiple linear regression analysis showed that learning reward and excessive input was both negatively correlated with learning burnout（all P<0.05）. Conclusion The high school students in Lishui City generally had the effort-reward imbalance for learning and learning burnout. learning reward and excessive input have effects on learning burnout.
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Received: 25 April 2017
Revised: 25 July 2017
Published: 06 November 2017
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