留守中学生的生活事件、学习自我效能感与学习倦怠关系的研究

Research on the relationship among life events, academic self-efficacy and learning burnout of left-behind middle school students

目的探讨留守中学生生活事件、学习自我效能感与学习倦怠的关系。方法采用青少年生活事件量表、学习自我效能感量表和中学生学习倦怠量表对526名留守中学生、860名非留守中学生进行了问卷调查。结果留守中学生的人际关系、学习压力、健康适应、生活事件、学习能力自我效能感、学习行为自我效能感、学习自我效能感、低效能感、师生疏离、生理耗竭、学习倦怠均低于非留守中学生，并且具有统计学上的显著意义。人际关系（r=0．270，P〈0．001）、学习压力（r=0．289，P〈O．001）、受惩罚（r=0．242，P〈0．001）、丧失（r=0．193，P〈0．001）、健康适应（r=0．301，P〈0．001）、其他（r=0．322，P〈0．001）与学习倦怠呈显著正相关；学习能力自我效能感（r=-0．334，P〈0．01）、学习行为自我效能感（r=-0．157，P〈0．001）与学习倦怠呈显著负相关；人际关系（r=-0．092，P〈0．05）、学习压力（r=-0．123，P〈0．01）、受惩罚（r=-0．178，P〈O．001）、其他（r=-0．254，P〈O．001）与学习能力自我效能感呈显著负相关；受惩罚（r=-0．109，P〈0．05）、其他（r=-0．209，P〈O．001）与学习行为自我效能感呈显著负相关。学习能力自我效能感、健康适应、学习压力、学习行为自我效能感、其他均进入回归方程。经路径分析，发现在对学习倦怠发生的影响路径中，有5条最为显著。结论应重视提高留守中学生的生活事件应激水平和增强学习自我效能感，从而减少并防御学习倦怠。

Objective To explore the relationship between life events, efficacy of self learning and learn- ing burnout of Left-behind middle school Students. Methods 526 left-behind middle school students and 860 non - left-behind students were tested by means of scales of life events, academic self-efficacy and learning burnout. Results The degree of interpersonal relationship, learning pressure, health adaptation, life events, self-efficacy of learning ability, learning behaviors, and learning, sense of alienation between teacher and students, physiological de- pletion, and learning burnout of left-behind middle school students were lower than non left-behind students, and were statistically significant. The interpersonal relationship （ r= 0.270, P〈 0.001 ） , learning pressure （ r= 0.289, P〈 0.001 ）, being punished（ r= 0.242, P〈0.001 ）, health adaptation（ r= 0.301, P〈0.001 ） and others （ r= 0.322, P〈 0.001 ） were positively related to learning burnout. Self-efficacy of learning ability（ r= -0.334, P〈0.01 ） and learn- ing behaviors（ r=-0. 157, P〈0.001 ） were significantly and negatively related. Interpersonal relationship （ r= -0.092, P〈0.05 ） , learning pressure （ r= -0.123, P〈0.01 ） , being punished （ r= -0.178, P〈0.001 ） and others （ r= -0.254, P〈0.001 ） were negatively related to self-efficacy of learning ability. Being punished（ r=-0.109, P〈0.05） and others（ r=-0.209, P〈0.001 ） were significantly and negatively related to self-efficacy of learning behaviors. Self-efficacy,health adaptation, learning pressure, self-efficacy of learning behavior and others all entered the re- gression equation. Path analysis showed that there were five paths that have significant influences on learning burn- out. Conclusion The levels of response to emergency of life events and enhance the academic self-efficacy of left- behind students can be improved to reduce and prevent learning burnout.