Psychological Development and Education ›› 2016, Vol. 32 ›› Issue (1): 65-72.doi: 10.16187/j.cnki.issn1001-4918.2016.01.09

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Effect of Parental Rearing Styles on Learning Burnout of Middle School Students:The Mediating Role of Self-concept

LUO Yun1,2, CHEN Aihong1,3, WANG Zhenhong1,2   

  1. 1. Department of Psychology, Shaanxi Normal University, Xi'an 710062, China;
    2. Shaanxi Provincial Key Laboratory of Behavior and Cognitive Neuroscience, Xi'an 710062, China;
    3. Xi'an east yuan road school, Xi'an 710032, China
  • Online:2016-01-15 Published:2016-01-15

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Abstract: The present study investigated the relationships between parental rearing styles, self-concept and learning burnout in middle school students. EMBU-Chinese version, Questionnaires of Self-Description (SDQⅡ) and Modified Maslach Burnout Inventory-Student Survey (MBI) were administered to 1201 middle school students. Correlation analysis indicated that positive parental rearing styles were positively associated with academic self-concept, non-academic self-concept, and were negatively associated with learning burnout, whereas negative parental rearing styles were negatively related to academic self-concept, non-academic self-concept, and were positively related to learning burnout. Self-concept, non-academic self-concept were significantly correlated with learning burnout. Structural equation analysis showed that self-concept and non-academic self-concept separately mediated the relationship between positive parental rearing styles, negative parental rearing styles and leaning burnout.

Key words: middle school students, learning burnout, parental rearing styles, self-concept, mediating effect

CLC Number: 

  • G442

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