Objective To understand the reality of learning burnout on the part of middle school students

and analyze the main factors contributing to it so as to provide evidentiary references to the prevention or alleviation of the learning burnout of middle school students.Method To adopt the Scale of Juvenile Learning Burnout and Simplified Responding Questionnaire and conduct a survey of 814middle school students of Baotou city.Results The average score on learning burnout was 2.39which was below the median number 3.Students of different sex

year

academic performance

and degree of harmony at home scored differently on learning burnout（P<0.05）.Male students scored higher than female students

the third year students scored higher than the first and second year students

students with poor academic performance scored higher than students with fair or good academic performance

and students with average degree of family harmony scored higher than those with higher degree of family harmony.The phenomenon of learning burnout was in an inverse proportion to proactive responding

and in a direct proportion to passive responding.As survey data gradually returned and were analyzed

6factors including academic performance and proactive responding entered the return formula in order.Conclusion The degree of learning burnout of middle school students is fairly low.Academic performance

proactive responding

passive responding

and harmony of family relationship are main factors contributing to the learning burnout（or lack of it）.Proactive responding is inversely proportional to learning burnout

namely

the more proactively a student responds

the lower the learning burnout is

while the opposite is true regarding the passive responding.Therefore

in school and family education

more care and assistance should be given to students to enhance their academic interest and self-confidence

and to cultivate an attitude of proactive responding and prevent the occurrence of learning burnout.