中小学生自感课业负担的理论解释 ———基于北京调查样本的Logistic 多项回归模型分析

The Theoretical Study On Self-perceived Academic Burden of Primary and Middle School Students A Multiple Logistic Ｒegression Model Analysis Based on the Sample of Beijing Survey

There are two kind of theoretical hypothesis to explain the causes of students academic burden． One of them is the objective theory; another one is the construction theory． Based on the empirical survey data of primary and middle school students in Beijing in 2014，a multiple logistic regression model is established，which includes“objective theory”and“construction theory”． The results of this model was confirmed based on the“objective”of some of the assumptions，such as learning good grades students’self-perceived burden level is low; the quality of teachers，students’self-perceived burden light; high school curriculum selectivity，academic burden is also relatively light． At the same time，the multiple logistic regression model also confirmed the“construction”of some assumptions，such as expected in higher education level，self-perceived burden is heavier; test pressure strong student self-perceived burden heavier; the sense of learning value and the degree of learning happiness has a significant impact to the students’selfperceived burden level． Multiple logistic regression results show that as a kind of objective“reality”and“academic burden”in primary and secondary school students do exist ( objective theory) ; however students feel this will strength difference ( construction theory) ． Based on this，the author puts forward the concept of“academic burden feeling”，trying to integrate the“objective”and“construction”． Compared to the traditional concept of “academic burden”，the author thinks that the concept of academic burden feeling provides a more broad space for the research of theory，the policy oriented strategy study burden is also valuable．