应激源对中学生学业倦怠的影响:社会支持与应对方式的中介作用

Influence of middle school students’ stressors on academic burnout:The mediators of social support and coping style

目的:探讨应激源对中学生学业倦怠的直接和间接影响。方法:采用学业倦怠、应激源、社会支持和应对方式量表测试,以790名中学生为被试,运用路径分析等实证方法构建影响效应模型。结果:(1)学业倦怠的学业疏离(t=4.36,P<0.001)维度,应激源的自我身心压力(t=-4.08,P<0.001)等因子呈显著性别差异;(2)应激源与学业倦怠有直接的关联:中学生应激源的强度越大,学业倦怠的程度就越高(r=0.30,P<0.001);(3)应激源中学习压力(B=0.17,P<0.001)、教师压力(B=0.19,P<0.001)和社会文化压力(B1=0.13,P<0.001)因子对学业倦怠起显著的直接影响作用;(4)在应激源对中学生学业倦怠的间接影响效应中:社会支持(B=-0.27,P<0.001)、消极应对方式(B=-0.14,P<0.001)和积极应对方式(B=0.24,P<0.001)具有显著的中介作用。结论:应激源对中学生学业倦怠存在直接和间接影响,其中社会支持与应对方式起着显著的中介效应。

Objective:To explore the mediation of social support and coping style in middle school students’ effect of stressors to academic burnout.Methods:A total of 790 middle school students were employed as subjects, questionnaire were adapted by academic burnout, stressor, social support and coping style.Path analysis methods were used to construct the mediated effect model.Results:(1)Academicburnout’s dimensions of academic alienation(t=4.36,P<0.001),stressors of study pressure factors were significant different between male and female students(t=-4.08,P<0.001);(2)Stressors and academic burnout had directly relation;The greater the strength of the middle school students’ stressors, the higher the level of burnout(r=0.30,P<0.001);The stressors could significantly predict academic burnout;(3)Among the stressors, the factors of learning pressure(B=0.17,P<0.001),teacher pressure(B=0.19,P<0.001) and social and cultural pressure(B1=0.13,P<0.001)had a significantly direct impact on academic burnout;(4)Social support(B=-0.27,P<0.001),negative coping style(B=-0.14,P<0.001)and positive coping style(B=0.24,P<0.001)played a significantly mediating role in the indirect effect of stressors on middle school students’ academic burnout.Conclusion:Social support and coping style play significantly partically mediating roles between stressors and academic burnout.