课后延时体育服务对学习倦怠的影响:认知参与和自我效能感的链式中介作用

Effect of delayed sports services after class on academic burnout:The chain mediating effect of cognitive engagement and self-efficacy

目的:探讨课后延时体育服务、认知参与、自我效能感和学习倦怠之间的关系。方法:采用体育活动等级量表、认知参与问卷、自我效能感量表、小学生学习倦怠现状量表对参与课后延时体育服务的1107名小学生进行调查。结果:①课后延时体育服务、认知参与、自我效能感、学习倦怠两两间均存在显著相关(r=0.295,0.157,-0.196,0.179,-0.301,-0.462;P<0.001);②认知参与和自我效能感分别在课后延时体育服务与学习倦怠之间起中介作用(P<0.001);③认知参与和自我效能感在课后延时体育服务与学习倦怠之间起链式中介作用(P<0.001)。结论:课后延时体育服务不仅可以直接影响小学生的学习倦怠,而且还可以通过认知参与和自我效能感间接影响小学生的学习倦怠。

Objective:To explore the relationship between delayed sports service after class,cognitive engagement,self-efficacy and academic burnout.Methods:A total of 1107 primary school students who participated in the delayed sports serviceafter class were investigated by using sports activity rating scale,cognitive engagement questionnaire,self-efficacy scale and primary school students,academic burnout status scale.Results:①Delayed sports services after class,cognitive engagement,self-efficacy and academic burnout were all significantly correlated(r=0.295,0.157,-0.196,0.179,-0.301,-0.462;P<0.001).②Cognitive engagement and self-efficacy played a mediating role in the relationship between delayed sports services after class and academic burnout(P<0.001).③Cognitive engagement and self-efficacy played a chain mediating role between delayed sports services after class and academicburnout(P<0.001).Conclusion:Delayed sports services after class can not only directly affect academic burnout in primary school students,but also indirectly through cognitive engagement and self-efficacy.