社会因素对专业承诺与学习倦怠关系的调节

Moderating Role of Social Factor to the Relationship between College Students' Professional Commitment And Learning Burnout

目的:考察社会因素对大学生专业承诺和学习倦怠关系的影响。方法:采用大学生学习倦怠量表、大学生专业承诺量表和大学生学习倦怠影响因素问卷,调查429名大学生专业承诺与学习倦怠情况。采用分层回归分析和简单斜率检验,探讨社会因素对大学生专业承诺与学习倦怠关系的调节作用。结果:1大学生专业承诺与学习倦怠显著负相关(r=-0.409,P<0.001),情感承诺对学习倦怠的预测量最大;2专业承诺对学习倦怠具有显著的负向预测作用(β=-3.851,P<0.001),而社会因素对学习倦怠具有显著的正向预测作用(β=2.84,P<0.001),专业承诺和社会因素的交互作用项对大学生学习倦怠具有显著的正向预测(β=0.971,P<0.05);3在低社会因素条件下,大学生专业承诺对学习倦怠的预测作用显著(β=-0.438,t=-4.250,P<0.001),即专业承诺越高,学习倦怠的程度就越低。但在高社会因素条件下,大学生专业承诺对学习倦怠的预测作用不显著(β=-0.230,t=-1.622,P=0.111)。结论:社会因素在大学生专业承诺和学习倦怠之间起着显著的调节作用。

Objective： To explore the relationship between college students＇ professional commitment and learning burnout,and the moderation effects of social factor. Methods： Questionnaire survey was conducted by 429 college students with the scales of professional commitment and learning burnout to explore the moderation effects of social factor between professional commitment and learning burnout. Results： 1College students＇ learning burnout was significantly negatively correlated with professional commitment（ r=-. 409,P〈0. 001）. The affective commitment level was the most effective forecasting factor in measuring the burnout level. 2Professional commitment was a significantly negative predictor to college students＇ learning burnout（ β =-3. 851,P〈0. 001）,while social factor was a significantly positive predictor to college students＇ learning burnout（ β = 2. 84,P〈0. 001）. The interaction of professional commitment and social factor was a significantly positive predictor to college students ＇ learning burnout（ β = 0. 971,P〈0. 05）. 3Professional commitment was a significant predictor to college students＇ learning burnout in lower condition of social factor（ β =-. 438,t =-4. 250,P〈0. 001）,the higher the professional commitment,the lower the learning burnout. Professional commitment would not significantly predict learning burnout in higher condition of social factor（ β =-. 230,t =-1. 622,P = 0. 111）. Conclusion： Social factor moderates the relation between college students＇ professional commitment and learning burnout.