艺术类少数民族中职生学习倦怠现状及相关研究——基于对青海省文化艺术职业学校学生的调查

Study on the Status Quo of Learning Burnout of Art Minority Students in Secondary Vocational Schools and Its Correlation:A Case Study of the Students of Qinghai Provincial Vocational School of Culture and Art

通过对青海省文化艺术职业学校2016-2018级共三届舞蹈、乐器、声乐、学前教育4个专业的100名少数民族学生学习倦怠的问卷调查,对学生学习倦怠各维度得分情况,学习倦怠三个维度的发生率,不同性别、是否独生、专业、入学前文化程度、父母文化程度等中职生学习倦怠及其各个维度的得分情况,以及学习倦怠、学习动机和专业认同之间的相关性进行分析。中职生学习倦怠得分为(2.845±0.325)。学习倦怠三个维度得分中,情绪低落的得分最高(3.016±0.475),成就感低维度得分最低(2.592±0.356)。学习倦怠在三个维度的发生率各不相同。艺术类中职生因基本情况不同而学习倦怠程度不同。学习动机.专业认同对学习倦怠得分有显著的负向预测作用。

Through selecting 100 minority students majoring in dance,musical instrument,vocal music and pre-school education from 2016 to 2018 and carrying out a questionnaire survey of learning burnout,the paper analyzes the students'learning burnout scores in different dimensions,the incidence of the three dimensions of learning burnout,the learning burnout and the scores of the three dimensions of learning burnout,and the learning burnout of the secondary vocational school students with different sex,marriage,major,pre-school education level,parents'education level,etc.The correlation between learning motivation and professional identity was statistically analyzed.The score of learning burnout of secondary vocational school students was 2.845±0.325.Among the 3 dimensions of learning burnout,the score of low mood was the highest(3.016±0.475).The score of low dimension of sense of achievement was the lowest(2.592±0.356).The incidence of learning burnout is different in the three dimensions.Art secondary vocational school students have different degree of learning burnout because of different basic conditions.Learning motivation and professional identity have significant negative predictive effect on learning burnout score.