初中生的教师自主支持感、抱负水平与学业倦怠的关系

The Relationships among Perceived Teacher Autonomy Supports,Aspiration,and Academic Burnout in Junior Middle School Students

为探讨初中生抱负水平、教师自主支持感与学业倦怠之间的关系,以539名初中生为被试,采用学生感知教师自主支持感问卷、抱负水平问卷、学业倦怠问卷进行调查。结果分析表明:(1)初中生学业倦怠在性别与年级上未发现存在显著差异;(2)教师自主支持感与抱负水平呈现显著正相关,抱负水平与学业倦怠之间、教师自主支持感与学业倦怠之间存在显著负相关;(3)抱负水平在初中生感知教师自主支持感与学业倦怠间发挥着部分中介效应。

In order to explore the relationship among perceived teacher autonomy support, aspiration and academic burnout in junior middle school students, 539 pupils with different grade were chosen as subjects to administer the questionnaires. The results showed as follows： （1） There were no significant gender and grade differences in academic burnout of the junior middle school students; （2） A significantly positive correlation was found between perceived teacher autonomy supports and aspiration. Academic burnout showed significantly negative correlations with both the level of aspiration and perceived teacher autonomy supports; （3） The level of aspiration took a partially mediating role between perceived teacher autonomy supports and academic burnout in junior middle school students.