Abstract
The relations among learning perfectionism, learning stress and learning burnout were examined among 552 primary school students from grade 3 to 6 with average age of 11.7 years (SD = 1.2; range 9–15 years). Results of multiple regression analysis indicated that learning stress partially mediated the relations between self-oriented learning perfectionism (SOLP) and three dimensions of learning burnout (i.e., negative emotional state, negative external evaluation and poor teacher-student relationship), and mother-prescribed learning perfectionism and three dimensions of learning burnout (i.e., negative emotional state, negative external evaluation and poor life quality). The results also indicated that learning stress fully mediated the relations between SOLP and poor life quality, and mother-prescribed perfectionism and poor teacher-student relationship. Moreover, father-prescribed learning perfectionism did not predict learning stress and learning burnout. Implications for providing counseling services to primary school students are discussed.
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Appendix: Primary Students Learning Burnout Scale
Appendix: Primary Students Learning Burnout Scale
This scale consists of a number of items that describe your potential feelings, ideas and behaviors regarding learning. Please indicate your agreement with each item by circling the appropriate number on the line following that item. Please be open and honest with your responding.
1. I am full of energy once I think about my studya | 1 | 2 | 3 |
2. I have a lot of pressure in everyday study | 1 | 2 | 3 |
3. Correcting academic works over and over again makes me bored | 1 | 2 | 3 |
4. I always feel upset when I am unable to work out exercise | 1 | 2 | 3 |
5. Teachers are able to understand me regarding studya | 1 | 2 | 3 |
6. Too much exercise makes me feel tied | 1 | 2 | 3 |
7. I feel tired because of little leisure time | 1 | 2 | 3 |
8. I feel sad once I think about my study | 1 | 2 | 3 |
9. Teachers often criticize me because of study | 1 | 2 | 3 |
10. I love my teachers and trust thema | 1 | 2 | 3 |
11. I feel down when I think about my study everyday | 1 | 2 | 3 |
12. Recently, my sleeping is becoming bad | 1 | 2 | 3 |
13. Recently, my appetite is worse than ever before | 1 | 2 | 3 |
14. I found that teachers have bias on me | 1 | 2 | 3 |
15. Studying everyday makes me short-tempered | 1 | 2 | 3 |
16. There is little error in my academic worka | 1 | 2 | 3 |
17. Busy study everyday makes me indifferent to my classmates | 1 | 2 | 3 |
18. I would be inattentive to anybody if I am not doing well in study | 1 | 2 | 3 |
19. I like to get along with my teachers and classmatesa | 1 | 2 | 3 |
20. Every time when I am not good in learning, my parents will criticize me | 1 | 2 | 3 |
21. I am always criticized by parents for my poor study | 1 | 2 | 3 |
22. I am able to finish work assigned by teachersa | 1 | 2 | 3 |
23. I often look forward to holidays without school | 1 | 2 | 3 |
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Yang, H., Chen, J. Learning Perfectionism and Learning Burnout in a Primary School Student Sample: A Test of a Learning-Stress Mediation Model. J Child Fam Stud 25, 345–353 (2016). https://doi.org/10.1007/s10826-015-0213-8
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DOI: https://doi.org/10.1007/s10826-015-0213-8