内蒙古大学生核心自我评价与学习倦怠的关系

Relationship Between Social Support,Core Self-Evaluation and Subjective Well-Being in College Students

目的探讨大学生核心自我评价与学习倦怠之间关系,对核心自我评价理论进行验证,为进一步研究提供理论依据。方法采用分层整群抽样法,选取内蒙古自治区3所高校大学生951名,采用核心自我评价量表和大学生学习倦怠量表进行调查。结果不同年级学生学习倦怠总分和各维度(情绪低落、行为不当、成就感低)得分差异均有统计学意义(P值均<0.05);核心自我评价不同组别大学生的学习倦怠总分及各维度得分差异均有统计学意义(P值均<0.05);核心自我评价与学习倦怠总分及各维度得分均呈显著负相关(P值均<0.05);核心自我评价可以显著预测学习倦怠总分和各维度得分。结论大学生核心自我评价可以作为预测学习倦怠的显著变量。

Objective To study the relationship between core self-evaluation（CSE）and learning burnout（LB）in college students,and to provide theoretical evidence for the further study.Methods 951 undergraduates in Inner Mongolia were stratified cluster sampled and investigated with CSE Scale and LB Scale.Results Significant grade differences existed in the LB scores（P0.05）;Significant CSE group differences existed in the LB scores;CSE negatively correlated with the LB scores（P0.05）;CSE predicted the LB scores significantly.Conclusion CSE can be used as an ideal predictor of LB.