初中生学习倦怠特点及其与自尊、社会支持的关系

The Relationship among Learning Burnout,Self-esteem and Social Support of Junior High School Students

目的探讨初中生学习倦怠的特点及其与自尊、社会支持的关系,为有效降低初中生的学习倦怠提供实证依据。方法采用问卷调查法对228名初中生施测中学生学习倦怠问卷、社会支持评定量表和自尊量表。结果①初中生学习倦怠的性别差异不显著(F=1.03,P>0.05);初一学生的学习效能感显著低于初二学生(F=3.59,P<0.05);②社会支持、自尊与学习倦怠总体及其4个维度均呈显著负相关(r=-0.22～-0.47,P<0.05);③社会支持对学习倦怠不仅具有显著的直接预测作用(β=-0.34,P<0.01),而且可以通过自尊的中介作用来间接预测学习倦怠(中介效应为19.7%)。结论初中生学习倦怠与自尊、社会支持关系密切,社会支持不仅可以直接预测学习倦怠,而且可以通过自尊间接预测学习倦怠。

Objective To explore the relationship among junior high school students＇ learning burnout, self-esteem and social support. Methods A total of 228 junior high school students were investigated by Middle School Students＇ Learning Burnout Questionnaire ,Social Support Rating Scale and Self Esteem Scale. Results ①In the junior high school ,first-year students＇ learn- ing efficacy was significantly lower than that of second-year students（F= 3.59,P〈0.05）and gender had no significant influence on learning burnout（F= 1.03 ,P^0.05） ②Social support and self-esteem had significantly negative correlation with burnout of ju- riior high school students （r=-0. 22 ～-0. 47,P《0. 05）;③Social support not only had significant direct prediction on learning burnout （β=-0.34,P〈0.01）,but also through the partial mediated effect of self-esteem to predict learning burnout （mediation ef- fect.. 19.7%. Conclusion The relationship is statistically significant among junior high school students＇ learning burnout,self-es- teem and social support. Social support not only has direct effect on learning burnout,but also indirectly influences learning burnout by the partial mediating role of self-esteem.