链式中介效应视角下大学生学习策略选择与学习倦怠关系现状分析

目的:探究学习策略、自我效能感、学习动机与大学生学习倦怠的关系及内在作用机制。方法:采取大学生学习策略量表、一般自我效能感量表、学习动机量表及学习倦怠量表对318名在校本科生开展问卷调查。结果:(1)学习倦怠(r=0.125)、自我效能感(r=0.486)、学习动机(r=0.670)与学习策略呈正相关(P值均<0.05);自我效能感(r=0.414)与学习动机呈正相关(P<0.01);自我效能感(r=0.225)与学习倦怠呈正相关(P<0.01)。(2)学习策略主要通过三种间接效应影响大学生的学习倦怠,分别为自我效能感的单独中介作用、学习动机的单独中介作用及二者的链式中介作用。结论:学习策略可分别通过自我效能感、学习动机的单独中介作用以及两者的链式中介作用间接影响大学生学习倦怠。

Objective:To explore the relationship between learning strategy,self-efficacy,learning motivation and college students'learning burnout and its internal mechanism.Methods:318 undergraduates were investigated by using learning strategy scale,general self-efficacy scale,learning motivation scale and learning burnout scale.Results:(1)Learning burnout(r=0.125),self-efficacy(r=0.486),learning motivation(r=0.670)were positively correlated with learning strategies(all P<0.05).Self-efficacy(r=0.414)was positively correlated with learning motivation(P<0.01).Self-efficacy(r=0.225)was positively correlated with learning burnout(P<0.01).(2)Learning strategies mainly influence college students'learning burnout through three indirect effects,which are the single mediating effect of self-efficacy,the single mediating effect of learning motivation,and the chain mediating effect of both.Conclusion:Learning strategies can indirectly affect college students'learning burnout through the single mediating effect of self-efficacy,learning motivation and the chain mediating effect of both.