The research purposes of this study are: 1) to study the current situation of psychological capital development of freshmen majoring in financial management. 2) to study the current situation of learning burnout of freshmen majoring in financial management. 3) to Study the correlation between psychological capital and learning burnout of freshmen majoring in financial management. 4) to study the influencing factors between psychological capital and learning burnout of freshmen majoring in financial management. The research method is using a simple random sampling method to select 260 freshmen majoring in financial management in Guangxi Financial Vocational College as a sample survey from September 2022 to July 2023. The research tools are "Positive Psychological Capital Questionnaire" and "College Students Learning Burnout Scale". Research indicates: 1) The psychological capital of freshmen majoring in financial management is in good condition. There are differences in psychological capital and various dimensions in terms of family location and academic performance, but there is no difference in gender. 2) The learning burnout of freshmen majoring in financial management is at a medium level. There are differences in learning burnout and various dimensions in terms of gender, family location, and academic performance. 3) There is a significant negative correlation between the psychological capital and learning burnout of freshmen majoring in financial management, and there is a significant negative correlation between the dimensions of psychological capital and learning burnout. 4) The psychological capital and its various factors of freshmen majoring in financial management have a negative predictive effect on learning burnout and its various dimensions.

Liufang Wu, Thayata Rattanaphinyowanich, Tanaput Chancharoen. The Relationship between Psychological Capital and Learning Burnout of Freshmen Majoring in Financial Management in Guangxi Financial Vocational College. International Journal of New Developments in Education (2023) Vol. 5, Issue 18: 143-151. https://doi.org/10.25236/IJNDE.2023.051824.

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