专科生自我同一性对学习倦怠的影响

Influence of the Self-identity on Learning Burnout of College Students

文章使用青少年自我同一性状态问卷和青少年学习倦怠量表对372名专科学生进行问卷调查,以探讨专科生所处自我同一性状况与其学习倦怠的关系。结果显示,同一性延缓维度分和同一性扩散维度分能正向预测学习倦怠得分,同一性获得维度分能负向预测学习倦怠得分,3个变量共能解释16.69%的变异量。因此,自我同一性对学习倦怠存在直接影响,教育者在教学与实践过程中,应有意识地引导学生积极思考与自身心理发展相关的重大问题,帮助学生解决同一性危机,以降低其学习倦怠程度。

To explore the relationship between the self-identity and learning burnout of college students,a questionnaire survey was conducted among 372 college students throagh using the extended objective measure of identity status questionnaire（EOM-EIS-Ⅱ） and the youth learning burnout scale. The result shows that the dimension of self-identity delay and the dimension of self-identity diffusion have positive predictive effect on the learning burnout, the dimension of self-identity achievement have negative predictive effects on the earning burnout, and the three variables can explain 16.69% variance in the learning burnout.So the self-identity has a direct impact on the learning burnout. To reduce the degree of learning burnout,teachers should guide students to think positively about the major issues associated with their own psychological development, and help them to solve the crisis of self-identity.