Download pdf
Analysis of the Influencing Factors of 12-18 Chinese Adolescents' Learning Weariness
- 1 Commercial college, Hohai University, Jiangning District, Nanjing, China
* Author to whom correspondence should be addressed.
Abstract
This paper analyzes the causes of Chinese adolescents' learning-weariness. Through consulting and summarizing a large number of previous studies, including the study of the causes and effects of learning-weariness. The influencing factors of adolescents’ learning-weariness come from many aspects. Some studies analyze the reasons from policy, and some studies analyze the influence on adolescents themselves. This paper has been classified and summarized. The conclusion is: the causes include social factors such as the One-child policy and the conflict between teachers and students, and adolescents’ individual factors such as rebellious during puberty, learning motivation unknown, strong sense of inferiority, poor self-control and low learning ability. Finally obtain the corresponding solutions or mitigation plans.
Keywords
Adolescents, Learning-weariness, Influencing factors, Analysis
[1]. Xiao Chengzhi. (2004).Study on the attribution and countermeasures of middle school students weariness. Journal of Gannan Normal University (01),31-33.
[2]. Chen, J., & Zhang, S. y. (2001). Psychological analysis and causes of middle school students' weariness. Occupational and Health (08),66-67.
[3]. Gao, L. B. (2004). Attribution and correction of school weariness in middle school students. Educational Research (07),53-55.
[4]. Feng, Xiaotian.(2003). The influence of one-child policy on adolescent education. Exploration and Contention (03),38-39+44.
[5]. Han, Y. R. (2006). Psychological deviation and deviant behavior of only children from family environment. Chinese Journal of Youth Studies (10),8-10.
[6]. Wang, H. (1997). Family structure transformation and family education orientation in contemporary China: Analysis of the family factors and countermeasures of the psychological disorder of the only child. Contemporary Youth Research (03),31-34.
[7]. Liu Haiying, Liu Xin.(2004). The only child relationship in middle school. Contemporary Educational Science (17),30-32.
[8]. Guo, C. J.(2000). The misunderstanding of one-child family education and its correction. Science of Education (04),55-56.
[9]. Zheng Lili.(2016).Analysis of the adolescents’ learning weariness from the relationship between teachers and students. (02),104.
[10]. Hao Jie, Xin Mengting & Cheng Xiankun.(2009). New characteristics and causes of the intensified contradiction between teachers and students. Journal of Hubei Adult Education College (04),22-23.
[11]. Fan Li &Yong Haoxie.(2020).The Impact of Parental Expectation on the Formation of Children's Rebellious Psychology..(eds.)2020 3rd International Conference on Education Technology and Social Science(pp.).Clausius Scientific
[12]. Cameron, L., Erkal, N., Gangadharan, L., & Meng, X. (2013). Little emperors: behavioral impacts of China's One-Child Policy. Science, 339(6122), 953-957.
[13]. Chen Xiaoyun & Zhu Xinzhuo.(2015). Teacher-student relationship: From the contention of subject and object to student-centered. Modern University Education (03),36-41.
[14]. Chen Xiuling & Wang Tao.(2010). A comparative perspective and development trend of teacher-student conflict research. Hubei Social Sciences (07),160-163.
[15]. Liu Songtao, Zhang Xiaojuan, Lu Shan, Gao Haibo, Liu HaiYan, Ma Huanming... & Ma Wenyou.(2019). The correlation between mental health status and personality characteristics of the only child students in middle school. Chinese Journal of Health Psychology (04),620-622.
[16]. Wang Ping.(2013). Psychological causes and countermeasures of student weariness. Chinese Journal of Education (10),21-25.
[17]. Wang, S. (2015). An analysis of the causes and countermeasures of students' English learning weariness in junior high school. Theory and Practice in Language Studies, 5(8), 1747.
[18]. Wu Dan & Ge Minggui.(2012). Analysis of the psychological Advantages of the current only child and education strategies. Chinese School Doctors (03),231-232+234.
[19]. Wu Qingfeng.(2013)The Conflict and The Adjustment of The Traditional and Modern Ideas. Journal of Education Science of Hunan Normal University (06),40-43.
[20]. Wu Shuman & Wu Fake.(2009). Analysis of "Rebellious Phenomenon" and its educational countermeasures. Essays on Modern Education (10),2-5.
[21]. Wu, C. G. (1996). Psychological characteristics and education of the only child. Research on pre-school Education (05).
[22]. Yao Jihai & Tang Dan.(2005). The structure, types and development characteristics of student-teacher relationship in middle school students. Research in Psychology and Behavior (04),275-280.
[23]. Zhang Rui.(2012). Review of the research on one-child education in the past 30 years. Contemporary Youth Research (08),54-62.
[24]. Yu, H. (2011). Psychological analysis and countermeasures of adolescent rebellious behavior. Journal of Mudanjiang Normal University (Philosophy and Social Sciences edition)(01),106-109.
Cite this article
Cheng,X. (2023). Analysis of the Influencing Factors of 12-18 Chinese Adolescents' Learning Weariness. Lecture Notes in Education Psychology and Public Media,6,7-14.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 5
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).