社会支持、生活压力、应对方式对初中生学习倦怠的影响

The influence of social support,life stress, coping style on learning burnout in middle school students

目的探讨社会支持、生活压力、应对方式与学习倦怠的相关程度，以及对学习倦怠的预测情况。方法以306名初中学生为研究对象，进行青少年学习倦怠量表、中学生应激源量表、青少年社会支持量表和简易应对方式问卷评估。结果初中生学习倦怠得分为（44．30±8．45）分，中重度学习倦怠占31．9％。学习倦怠、生活压力源、应对方式性别差异无统计学意义（D0．05）；社会支持[（46．57±12．50）分vs（50．03±10．63）分]性别差异有统计学意义（t=-2．536，P〈0．05）。学习倦怠与生活压力源和消极应对方式呈正相关（r=0．146～0．301，P〈0．05），与社会支持和积极应对方式呈负相关（r=-0．301--0．231，P〈0．01）。学习压力（β=0．435）、教师压力（β=0．157）、支持利用度（β=-0．204）、消极应对方式（β=2．668）为学习倦怠的影响因素，可预测学习倦怠26．4％的变异。结论学习压力、教师压力、支持利用度、消极应对方式是初中生学习倦怠的影响因素。

Objective To explore the impact and prediction of social support,life stress, coping style on learning burnout in middle school students. Methods A total of 306 middle school students were investigated with adolescent student burnout inventory, middle shool psychological stressors questionnaires, social support rating scale for juveniles and simplified coping style questionnaire. Results The scores of learning burnout were 44.30±8.45. The moderate learning burnout accounted for 31.9%. There were no differences between social support ,life stress, coping style（P〉0.05）. There were significant differences in social support （ （46.57± 12.50） vs （50.03± 10.63） ） between male and female（ t=-2.536, P〈0.05 ）. There was positive correlation between learning burnout and life stress and negative coping style（ r= 0.146-0.301, P〈0.05 ） ,and negative correlation between learning burnout and social support and positive coping style （ r = - 0.301-- 0.231, P〈 0.01 ）. The learning stress （ β = 0.435 ）, teacher stress（ β= 0.157 ）, support availability（ β=-0.204）, negative coping style（ β= 2.668 ）were the mainly influencing factors of learning burnout in middle school students ,which can predict 26.4% variation of learning burnout in mid- dle school students.Conclusion Learning stress, teacher stress, support availability, negative coping style are the mainly influencing factors of learning burnout in middle school students.