核心自我评价和生活满意度对澳门中学生学业倦怠的影响

The Impact of Core Self-evaluation and Life Satisfaction on Macao Secondary Students' Academic Burnout

采用问卷调查法,以336名澳门中学生为被试,探讨澳门中学生的核心自我评价、生活满意度与学业倦怠的关系。结果发现,(1)澳门中学生的核心自我评价、生活满意度对学业倦怠有负向影响作用。(2)生活满意度在核心自我评价与学业倦怠间起调节作用:高生活满意度的个体,核心自我评价越高,学业倦怠程度越低;低生活满意度个体,无论核心自我评价的高低,学业倦怠程度都较高。

Academic burnout is a sort of continuous, negative and learning-related psychological state that can appear in some students, as a result of physical and mental exhaustion, negative attitude, and reduced accomplishment in study. Influenced by Chinese and Western culture and colonial culture interactively, and combined with the negative impact of lottery on education and the increasing perceived stress, there are learning problems widely in secondary students in Macao. Academic burnout as one of the most important issues has gained more and more public attention. After a review of the literature on academic burnout, we have found that its influencing factors include external environment factors （e.g., social support, life stress） and internal individual factors （e.g., personality, coping style, self-esteem）. According to the conservation of resource theory, the core self- evaluation as an important personality resource has negative impact on academic burnout, and it is probably an important protective factor of academic burnout. Our study also intended to explore the influencing mechanism between core self-evaluation and study burnout. Life satisfaction which relates to negative emotion and behaviors may have reciprocal effects on academic burnout along with core self-evaluation. Thus we hypothesized that core self-evaluation negatively influenced Macao secondary students＇ academic burnout, and life satisfaction moderated the relationship between core self- evaluation and academic burnout.