To explore the current characteristics of academic burnout among junior high school students under the background of the “Double Reduction Policy”, analyze the relational mechanisms between academic burnout, school community sense, and cognitive reappraisal, and verify the partial mediating role of cognitive reappraisal in the influence of school community sense on academic burnout, this study conducted a questionnaire survey among 518 in-school junior high school students using the School Community Sense Scale, Cognitive Reappraisal Scale, and Academic Burnout Scale. The results showed that: (1) The overall levels of school community sense and cognitive reappraisal of junior high school students were moderate, while their academic burnout level was significantly above the moderate range; (2) There were significant pairwise correlations among school community sense, cognitive reappraisal, and academic burnout; (3) Cognitive reappraisal played a partial mediating role in the relationship between school community sense and academic burnout. The study indicates that the school community sense of junior high school students can not only directly negatively predict their academic burnout level but also indirectly reduce the degree of academic burnout through the mediating pathway of cognitive reappraisal. The findings provide theoretical basis and empirical support for the intervention practice of academic burnout among junior high school students under the framework of the “Double Reduction Policy”.
Tingjiao Huang (Thu,) studied this question.