累积生态风险与高职生学习倦怠:消极自我图式和网络成瘾的中介作用

The Relationship of Cumulative Ecological Risk and Higher Vocational College Students’ Learning Burnout: The Mediation Effect of Negative Self-schema and Internet Addiction

采用累积生态风险问卷、消极自我图式问卷、网络成瘾问卷以及学习倦怠问卷对湖南省4所高职院校的664名高职生进行调查,考察累积生态风险与高职生学习倦怠的关系以及消极自我图式、网络成瘾的中介作用。结果发现:(1)高职生累积生态风险、消极自我图式、网络成瘾和学习倦怠均呈显著正相关;(2)高职生累积生态风险对学习倦怠的直接效应和间接效应均显著。间接效应包括了三条路径:通过消极自我图式的中介作用、通过网络成瘾的中介作用以及通过消极自我图式和网络成瘾的链式中介作用。这一结论有助于理解累积生态风险对学习倦怠的作用机制,为降低高职生的学习倦怠提供参考建议。

The present study was designed to explore the relationship of cumulative ecological risk and higher vocational college students’ learning burnout and to examine the mediation effect of negative self-schema and internet addiction. 664 higher vocational college students were selected as subjects. They completed a set of questionnaires, concerning cumulative ecological risk, negative self-schema, internet addiction and learning burnout. The results showed that:(1) Higher vocational college students’ cumulative ecological risk, negative self-schema, internet addiction and learning burnout were positively related to each other;(2) Cumulative ecological risk not only had a direct effect on their learning burnout, but also had an indirect effect on learning burnout through three ways: mediation through negative self-schema, mediation through internet addiction and chain mediation through negative self-schema and internet addiction. This conclusion is helpful to understand the mechanism of cumulative ecological risk on learning burnout, and to provide suggestions for future higher vocational college students to reduce their learning burnout.