心理资本对高职生学习倦怠的影响:核心自我评价和拖延行为的链式中介作用

Effects of psychological capital on higher vocational students’learning burnout:chain mediating role of core self-evaluations and procrastination

目的探讨心理资本对学习倦怠的影响以及核心自我评价和拖延行为在其中的中介作用。方法采用积极心理资本问卷(positive psycap questionnaire,PPQ)、核心自我评价量表(core self-evaluations scale,CSES)、简版一般拖延量表(short general procrastination scale,SGPS)和学习倦怠量表(learning burnout scale,LBS)对3234名高职生进行调查,分析各变量之间的关系。结果心理资本分别与学习倦怠、拖延行为呈显著负相关,与核心自我评价呈显著正相关;学习倦怠与拖延行为呈显著正相关,核心自我评价分别与学习倦怠、拖延行为呈显著负相关。心理资本不仅能够直接影响学习倦怠,还能够通过核心自我评价、拖延行为及核心自我评价和拖延行为的链式中介间接对学习倦怠产生影响;中介效应占总效应的43.23%。结论心理资本不仅可以直接正向预测个体的学习倦怠,还可以通过核心自我评价和拖延行为的单独作用及核心自我评价和拖延行为的链式中介作用间接预测高职生的学习倦怠。

Objective To study the effects of psychological capital on learning burnout,and explore the mediating role of core self-evaluations and procrastination.Methods The positive psycap questionnaire(PPQ),core self-evaluations scale(CSES),short general procrastination scale(SGPS),and learning burnout scale(LBS)were used to investigate 3234 higher vocational college students.The relations among variants were analyzed.Results The psychological capital was significantly negatively related to learning burnout and procrastination,but positively related to core self-evaluations.Learning burnout was significantly positively related to procrastination.Core self-evaluations was significantly negatively related to learning burnout and procrastination.Psychological capital not only affected learning burnout directly,but also indirectly affected learning burnout through three mediating paths(the separate mediation of core self-evaluations,the separate mediation role of procrastination,and the chain mediating role of core self-evaluations and procrastination).The total mediating effect accounted for 43.23%of the total variance.Conclusion Psychological capital can not only directly predict learning burnout,but also can indirectly affect learning burnout through core self-evaluations and procrastination separately,and the mediating role of core self-evaluations and procrastination.