中学生学业自我效能感对学习拖延的影响:学习倦怠的中介效应

Interaction Among Middle School Students' Academic Self-Efficacy: Procrastination and Burnout

以贵州省391名中学生为有效被试,采用学习拖延问卷、学习倦怠量表和学业自我效能感问卷对其进行调查,探讨中学生学业自我效能感、学习拖延与学习倦怠之间的关系。结果表明:中学生的学业自我效能感与其学习拖延、学习倦怠存在显著负相关;学业自我效能感能显著负向预测中学生的学习拖延和学习倦怠;身心耗竭、学业疏离和学习倦怠总分在中学生学业自我效能感与学习拖延之间均起着部分中介作用。

To explore the relationship of academic self-efficacy, procrastination and burnout, a total of 391 middle school students in Guizhou province were investigated with three questionnaires： Academic Self-Efficacy Inventory, Academic Procrastination Inventory and the Adolescent Student Burnout Inventory. The results indicate that： the academic self-efficacy is negatively correlated with academic procrastination and academic burnout; the academic self-efficacy may, to a large degree, give counterclockwise prediction to academic procrastination and academic burnout; Exhaustion, learning cynicism and academic burnout play a partial intermediate role between academic self-efficacy and procrastination.