Abstract: Objective To explore the current situation of learning burnout between publicly-funded and non-publicly-funded normal students,analyze the relationship between the achievement goal orientation,professional commitment and learning burnout of publicly-funded normal students and its internal mechanism. Methods From December 2021 to February 2022,178 public-funded normal students and 236 non-public-funded normal students were selected from four universities with public-funded normal students policy in Shandong Province,the questionnaire survey was performed by the learning burnout scale,achievement goal orientation scale and professional commitment scale,and the data were analyzed. Results The score of learning burnout in public-funded normal students was higher than that in non-public-funded normal students（t=2.632,P<0.05）. The score of learning burnout,achievement approach goal,mastery approach goal,achievement avoidance goal,mastery avoidance goal and professional commitment in public-funded normal students was （2.98±0.48）,（3.28±0.64）,（3.06±0.56）,（2.69±0.65）,（3.39±0.67） and （3.24±0.51） points,respectively. The achievement approach goal was negatively correlated with learning burnout in public-funded normal students（r=-0.108,P<0.05）,mastery approach goal was negatively correlated with learning burnout（r=-0.456,P<0.01）,achievement avoidance goal was positively correlated with learning burnout（r=0.131,P<0.05）. The professional commitment played an intermediary role between mastery approach goal and learning burnout,with an intermediary effect value of -0.169,accounting for 42.04%. Conclusion The level of learning burnout of public-funded normal students is higher than that of non-public-funded normal students,the achievement approaching goal of public-funded normal school students not only affect learning burnout through professional commitment,but also directly affect learning burnout.

Key words: Public-funded normal students, Achievement goal orientation, Professional commitment, Learning burnout