摘要
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.
出处
《中国健康心理学杂志》
2013年第3期407-409,共3页
China Journal of Health Psychology
关键词
初中生
学习倦怠
社会支持
自尊
Junior high school students
Learning burnout
Social support
Self-esteem