Abstract
This study aimed to demonstrate the relationship between explicit and implicit educational values and learning burnout among senior high school students in China. Using stratified cluster sampling, 768 students from six high schools participated in a survey on explicit educational values and learning burnout. The Single Category Implicit Association Test (SC-IAT) explored students' implicit attitudes toward educational values. The results showed that an emphasis on economic benefit was placed first among all explicit educational values. In contrast, the external value of education was more likely to be recognized in implicit educational values. Explicit and implicit educational values were significantly negatively correlated with learning burnout. However, there were no significant correlations between the explicit and implicit educational values, suggesting that the two belong to relatively independent psychological structures.