正念与高中生学习倦怠的关系:核心自我评价的作用

The Relationship Between Mindfulness and Learning Burnout of High School Students:The Role of Core Self-Evaluation

选用五因素正念量表、核心自我评价量表与青少年学习倦怠量表对764名高中生进行调查,分析正念、核心自我评价和学习倦怠之间的关系,探讨核心自我评价中介作用与调节作用发现:正念与学习倦怠呈显著负相关,与核心自我评价呈显著正相关,核心自我评价与学习倦怠呈显著负相关;正念能显著负向预测高中生的学习倦怠,且核心自我评价在两者之间具有显著的中介作用;核心自我评价调节正念与学习倦怠的关系,即正念对学习倦怠的作用随着核心自我评价的增强而增强。

764 high school students were investigated by using five-factor mindfulness scale,core self-evaluation scale and adolescent learning burnout scale to analyze the relationship between mindfulness,core self-evaluation and learning burnout,and to explore the mediating and moderating role of core self-evaluation.The results show:mindfulness was negatively correlated with learning burnout,positively correlated with core self-evaluation,negatively correlated with core self-evaluation and learning burnout,and mindfulness had a significant negative effect on learning burnout.Core self-evaluation regulates the relationship between mindfulness and learning burnout.When the core self-evaluation is low,mindfulness plays a weak role in learning burnout of high school students,and when the core self-evaluation is high,mindfulness plays a more significant role in learning burnout of high school students.