Jurnal Bahasa dan Budaya China

As one of the negative emotions of students’ individual factor, learning burnout will affect the learning process and result. This paper investigates the learning burnout of 149 students of the Chinese Department of Bunda Mulia University and its influencing factors including gender, grade, time of learning Chinese, work, learning motivation and learning environment (textbooks, teachers, interaction between students and the learning atmosphere of the class)  through a questionnaire survey. The research results show that, firstly, students' learning burnout is at a moderate level, and the phenomenon of depersonalization is relatively serious; secondly, the factors that have a greater impact on learning burnout are grade, learning motivation, and teacher factors in learning environment factors; thirdly , gender, time of learning Chinese, and work factors have no significant difference in learning burnout, and among the learning environment factors, teaching materials, interaction between classmates, and learning atmosphere factors in the class are not significantly related to learning burnout.