大学生压力知觉和希望在未来时间洞察力与学习倦怠间的链式中介作用

Chain mediating effect of college students’ perceived stress and hope on future time perspective and learning burnout

目的 探讨大学生未来时间洞察力和学习倦怠的关系以及压力知觉和希望在其中的中介作用,旨在为降低大学生学习倦怠提供新的参考依据。方法 采用一般未来时间洞察力量表、成人特质希望量表、压力知觉量表以及大学生学习倦怠量表于2021年3月对山东省两所大学共864名学生进行问卷调查,并对数据进行分析。结果 864名大学生学习倦怠得分为(54.97±9.74)分,呈中等水平;未来时间洞察力得分为(58.14±6.98)分,压力知觉得分为(38.94±5.71)分,希望感得分为(22.57±2.48)分。大学生未来时间洞察力、学习倦怠、压力知觉与希望均呈显著相关(r=-0.496~0.528,均P<0.01),压力知觉与希望在大学生未来时间洞察力和学习倦怠之间的中介作用显著,压力知觉与希望的链式中介作用显著。结论 山东省两所大学学生学习倦怠呈中等水平,未来时间洞察力与学习倦怠的关系受压力知觉和希望的独立中介作用,以及压力知觉与希望的链式中介作用影响,表明可通过这两条路径降低大学生的学习倦怠感。

Objective To explore the relationship between college students’ future time perspective and learning burnout,and the mediating role of perceived stress and hope between them,in order to provide a new reference for reducing college students’ learning burnout. Methods Using the general future time perspective scale,adults dispositional hope scale,perceived stress scale and college students’ learning burnout scale,a questionnaire survey was conducted among 864 college students in two colleges and universities in Shandong Province in March 2021,and the data were analyzed. Results The learning burnout score of 864college students was(54.97±9.74)points,showing a medium level,the future time perspective score was(58.14±6.98)points,the perceived stress score was(38.94±5.71)points,and the hope score was(22.57±2.48)points. College Students’ future time perspective learning burnout and perceived stress were significantly correlated with hope(r=-0.496-0.528,all P<0.01). Perceived stress and hope played a significant mediating role between college students’ future time perspective and learning burnout. The chain mediating effect between stress perception and hope was significant. Conclusion The learning burnout of students in two colleges of Shandong Province is at a moderate level,the relationship between future time perspective and learning burnout is influenced by the independent mediating effect and chain mediating effect of perceived stress and hope,indicating that the two approaches can reduce the learning burnout of college students.