县域高中生感知学校氛围与学习倦怠的关系

The Relationship Between Perceived School Climate and Learning Burnout of Rural High School Students

本研究探讨了感知学校氛围与县域高中生学习倦怠的关系,以及心理资本和亲子沟通在其中的作用机制,采用青少年感知校园氛围量表、积极心理资本问卷、亲子沟通量表以及青少年学习倦怠量表,对黑龙江省304名县域高中生进行了有效调查。结果发现:县域高中生的感知学校氛围、心理资本和亲子沟通显著正相关,学习倦怠与感知学校氛围、心理资本和亲子沟通呈显著负相关;感知学校氛围对县域高中生学习倦怠的影响由心理资本和亲子沟通单独的中介效应以及心理资本-亲子沟通的链式中介效应这两条途径实现。

This study explore the relationship between perceived school climate and rural senior high school students'learning burnout,and the mechanism of psychological capital and parent-child communication in it,this study conducted an effective survey of 304 rural senior high school students in Heilongjiang Province using the Adolescent perceived school climate Scale,the Positive Psychological Capital Questionnaire,the Parent Child Communication Scale and the Adolescent Learning Burnout Scale.The results showed that:Perceived school atmosphere,psychological capital and parent-child communication were positively correlated,while learning burnout was negatively correlated with perceived school atmosphere,psychological capital and parent-child communication;The influence of perceived school climate on senior high school students'learning burnout is realized by two ways,namely,psychological capital and parentchild communication alone as mediators and psychological capital parent-child communication chain as mediators.