高职生学习倦怠及内部影响因素

Learning Burnout of Students and It's Internal Influencing Factors in Higher Vocational College

目的探究目前高职生的学习倦怠状况及其内部影响因素。方法采用学业自我效能问卷、学习动机量表和大学生学习倦怠调查量表对400名在校高职生进行问卷调查。结果①学习倦怠中的成就感低因子在性别上有显著差异,男生显著高于女生(t=3.071,P<0.001),学习倦怠总分、情绪低落和成就感低因子在独生与否上存在显著差异,都是独生子女高于非独生子女(t=2.291~3.027,P<0.05);②学习动机与学习倦怠中的成就感低呈正相关(r=0.117,P<0.05),与情绪低落呈负相关(r=-0.264,P<0.01)。学习动机中的内生动机与学习倦怠及其行为不当、情绪低落两个维度均呈显著负相关(r=-0.413^-0.164,P<0.01);外生动机与学习倦怠及其成就感低这一维度均呈显著正相关(r=0.121~0.211,P<0.01);③除成就感低与自我效能感中学习行为自我效能感一维度的相关不显著外,学业自我效能感及各因子与学习倦怠总分及各因子呈现显著负相关(r=-0.462^-0.171,P<0.01);④内部动机在自我效能与学习倦怠之间起部分中介作用(t=-8.446,P<0.01)。结论①独生子女的学习倦怠程度高于非独生,男生"成就感低"程度高于女生。②学业自我效能感越高的人,学习倦怠水平越低。③学业自我效能直接影响学习倦怠,还通过学生学习动机间接影响学习倦怠。

Objective To research the learning burnout of higher vocational college students and its internal influencing factors. Methods By using three questionnaires,400 vocational college students were investigated. Results （1）The learning burnout of higher vocational college students differed significantly in gender（t = 3. 071 ,P 〈 0.001 ） and between the only-child and non-only - child under- graduates（ t = 2. 291 ~ 3.027, P 〈 0.05 ） ;（2）Tbere was a significantly positive relation between learning motivation and the level of re- duced personal accomplishment （r =0. 117 ,P 〈 0.05 ）. There was a significantly negative relation between learning motivation and the level of dejection （ r = -0. 264, P 〈 0.01 ）. there were significantly negative relations between the internal learning motivation and the gen- eral burnout, behavior inadequacy, the level of dejection （ r = -0. 413 - -0. 164, P 〈 0.01 ）. There were significantly positive relationship between the external learning motivation and the general burnout, the level of reduced personal accomplishment. ＇（ r = 0. 121 - 0. 211, P 〈 0.01 ）. （3）Expect the relation between level of reduced personal accomplishment and academic behavioral self-efficacy,the academic self- efficacy and its factors were negatively related with learning burnout and its factors significantly（ r = -0. 462 -0. 171 ,P 〈0.01 ）. （4） The internal learning motivation was a moderator between the academic self-efficacy and learning burnout （ t = -8.446, P 〈 0. 01 ）. Conclusion （1）The learning burnout of higher vocational college students varies with such factors as gender, siblings or the single child. （2）The high- er academic self-efficacy, the lower the learning bumout;（3）The academic self-efficacy influences not only directly learning burnout, but also indirectly learning burnout by internal learning motivation.