大学生学业自我效能感对学习倦怠的影响:学业拖延的中介作用

The effect of academic self-efficacy on learning burnout of college students:the mediating effect of academic delay

目的探讨大学生学业自我效能感、学习倦怠与学业拖延3者之间的关系,为改善大学生的学业情况提供科学的理论依据。方法采用方便抽样方法,使用学业自我效能感量表、大学生学习倦怠量表、学生版拖延评估量表对648名大学生进行问卷调查。结果低年级学生学业自我效能感得分显著高于高年级(P<0.05);学业自我效能感与学业拖延和学习倦怠均呈负相关(r=-0.51,-0.66,P<0.05),学业拖延与学习倦怠呈正相关(r=0.78,P<0.05);学业拖延在学业自我效能感和学习倦怠中起部分中介作用,中介效应占总效应的46.97%。结论学业拖延在学业自我效能感与学习倦怠之间起部分中介作用。

Objective To explore the relationship among academic self-efficacy,learning burnout and academic delay in college students,and provide some theoretical guidance for improving their academic situation.Methods 648 college students were measured by the academic self-efficacy scale,the learning burnout scale and the delay assessment scale.Results Academic self-efficacy scores of the juniors were significant higher than those of the seniors(P<0.05);The results of the correlation analysis showed a significant negative correlation between academic self-efficacy and both academic delay and study burnout(r=-0.51,-0.66,P<0.05);Academic delay showed a significant positive association with study burnout(r=0.78,P<0.05);The mediation effect test showed that academic delay played a partial mediating role in academic self-efficacy and learning burnout,accounting for 46.97%of the total effect.Conclusion Academic delay plays a partial mediation role between academic self-efficacy and learning burnout.