Abstract: Academic burnout is a sort of continuous, negative and learning-related psychological state happened on students, behaves as physical and mental exhaustion, negative attitude, and reduced accomplishment on study. Influenced by Chinese and Western culture and colonial culture interactively, and combined with the negative impact of lottery on education and the increasing perceived stress , there exists learning problems widely in Macau Secondary Students. Academic burnout as one of most important issues has gained more and more public attention. A review of the literature on academic burnout, its’ influencing factors include external environment factors (e.g., social support, life stress) and internal individual factors (e.g., personality, coping style, self-esteem). Core self-evaluation which is widely studied in the field of organizational behavior, recently its relation with learning behaviors begins to draw researchers’ attention. According to conservation of resource theory, the core self-evaluation as an important personality resource has negative impact on academic burnout, and it is probably an important protective factor of academic burnout. Our study also intended to explore the influencing mechanism between core self-evaluation and study burnout. Life satisfaction which relates to negative emotion and behaviors may have reciprocal effect on academic burnout along with core self-evaluation. Thus we hypothesized that core self-evaluation negatively influenced Macau secondary students’ academic burnout, and life satisfaction moderated the relationship between core self-evaluation and academic burnout. This research aims to explore the relations among Macau secondary students’ academic burnout, core self-evaluation and life satisfaction. A survey was conducted with 336 Macau secondary students. Students’ academic Burnout, core self-evaluation and life satisfaction were rated by participants’ self-report. SPSS 22.0 and LISREL8.8 were applied to analyze the survey data. After controlling demographic variables, such as gender, grade and parents’ education level and income level, the results revealed that：(1) Core self-evaluation and life satisfaction were negatively related to Macau secondary students’ academic burnout, they were the protective factors of academic burnout（b=-1.314，p<0.001；b=-0.334，p<0.01）；(2) Life satisfaction played moderation effect between core self-evaluation and Macau secondary students’ academic burnout（b=-2.234，p<0.1），the size of moderation effect ΔR2 was 0.032.Further simple slope test was applied to explain the effect. That is, for the students with high life satisfaction, the higher core self-evaluation, the lower academic burnout they had; for the students with low life satisfaction, academic burnout didn’t change significantly or changed slightly with the variation of core self-evaluation. The results suggest that both core self-evaluation and life satisfaction are key element for the prevention or alleviation of Macau secondary students’ academic burnout. Our findings provide effective theoretical support and important practical value for academic burnout issue. The study also enriches the existing researches on study burnout. On the one hand, different from the previous researches in which subjects are mainly undergraduates, we pay attention to the special population, thereby widen the research perspective of relevant areas. On the other hand, life satisfaction is introduced to explain the condition and theoretical boundary of the influence of core self-evaluation on academic burnout, which makes research more meticulous. In practice, it suggests that in order to avoid or reduce the producing of study burnout and support health growth of Macau secondary students, local educators and parents should pay attention to the cultivation of both right self-evaluation and positive life.

Key words: Core Self-evaluation, Life Satisfaction, Academic Burnout

摘要： 采用问卷调查法，以336名澳门中学生为被试，在控制人口学变量的基础上，探讨澳门中学生的核心自我评价、生活满意度与学业倦怠的关系。结果发现，（1）澳门中学生的核心自我评价、生活满意度与学业倦怠负相关，是学业倦怠的保护因素。（2）生活满意度在核心自我评价与学业倦怠间起调节作用：高生活满意度的个体，核心自我评价越高，学业倦怠程度越低；低生活满意度个体，无论核心自我评价的高低，学业倦怠程度都较高。

关键词: 核心自我评价, 生活满意度, 学业倦怠