学习自主性、学习倦怠与自测健康的关系模型

Relationship Among Self-regulated Learning,Learning Burnout and Self-rated Health: A Structural Equation Modeling Study

目的:了解青年学生的学习倦怠、自测健康和学习自主性状况,进而探索这三个变量之间的相互关系模型。方法:选取德州市青年学生共1925人进行问卷调查,对所得数据进行结构方程模型探讨。结果:青年学生在学习倦怠、自测健康、学习自主性各维度间都存在显著相关(相关系数绝对值在0.15到0.70之间,P<0.01)。用不同群体验证学习自主性—学习倦怠—自测健康路径模型拟合良好(χ2/df<3.19,GFI、CFI、TLI、NFI>0.91,RMSEA<0.064)。模型表明,学习自主性越高,学习倦怠水平越低(路径系数为-0.90,P<0.001);同时学习倦怠水平越低,自测健康水平越高(路径系数为-0.54,P<0.001)。结论:学生的学习自主性影响学习倦怠水平,进而影响自测健康状况。

Objective： To investigate self-regulated learning,learning burnout and self-rated health in young students,and explore the relationship among these three variables.Methods： Data was collected from 1925 young students,and Structural Equation Modeling was applied to confirm a model of nomological network.Results： Significant correlations were found among of various dimensions of learning burnout,self-rated health and self-regulated learning（absolute value correlation coefficient from 0.15 to 0.70）.Using confirmative factor analysis,we found that the structural equation model was stable.（χ2/df〈3.19,GFI、CFI、TLI、NFI〉0.91,RMSEA〈0.064）.Higher self-regulated learning related to lower learning burnout（path coefficient-0.90） and lower learning burnout related to higher self-rated health（path coefficient-0.54）.Conclusion： Individuals’ self-regulated learning can impact the level of learning burnout,which in turn influence self-rated health.