学优生与学困生学习倦怠的对比研究

Control Study on Learning Burnout between Achievers and Underachievers

目的探讨唐山市学习程度不同的大学生学习倦怠状况。方法采用大学生学习倦怠问卷对134名大学生进行调查。结果1学优生在学习倦怠总分(t=-2.32,P<0.01)和行为不当(t=-2.50,P<0.01)上的得分显著低于学困生;2不同性别、年级和专业的学优生在学习倦怠上不存在显著差异,而不同性别的学困生在学习倦怠总分(t=-2.148,P<0.01)和成就感低(t=-3.365,p<0.01)方面存在显著差异,男生的得分明显低于女生;不同专业的学困生在学习倦怠总分(F=4.211,P<0.05)、成就感低(F=6.485,P<0.01)和行为不当(F=3.922,P<0.05)上存在显著差异。结论学困生学习倦怠水平高于学优生;学优生的学习倦怠不受性别、年级和专业影响,而学困生的学习倦怠受性别和专业影响。

Objective To explore the difference of learning burnout between achievers and under-achievers. Methods A total of 134 undergraduates were investigated with Undergraduate Learning Burnout Scale. Results ①There were significant differences in the general learning burnout（t=-2. 32,P〈0. 01） and behavior inadequacy （t=-2.50, P〈0. 01）between underachievers and achievers. ② There were no significant differences in sexes,grades and majors for achievers learning burn-out; but there were significant gender differences in the general learning burnout （t=-2. 148,P〈0.01） and reduced personal accomplishment （t=-3. 365,P〈0.01） of underachievers, significant differences were found between majors in underachievers＇ general learning burnout （F = 4. 211,P〈0.05）, reduced personal accomplishment （F=6. 485,P〈0.01） and behavior in-adequacy（F= 3. 922,P〈0.05）. Conclusion The level of learning burnout of underachievers was higher that of achievers; Learning burnout of achievers was not influenced by sexes ,grades and majors, but learning burnout of underachievers was influenced by sexes and majors.