中学生未来取向对学习倦怠的影响:学校情感参与的中介作用

The Effect of Future Orientation on Academic Burnout Among Middle School Students:The Mediating Role of School Emotional Engagement

学习倦怠的预防和干预一直是教育心理学领域研究的热点和重点,文章以2 036名中学生为研究被试,采用《青少年学习倦怠量表》《中学生未来取向量表》《学校参与量表》进行问卷调查,探讨不同性别和不同年龄组的中学生未来取向对学习倦怠的影响,以及学校情感参与在其中的中介作用。经分析得出结论:中学生未来取向对学习倦怠有负向预测作用,学校情感参与在学生未来取向对学习倦怠影响有中介作用。因此,提出建议,增强中学生未来教育和就业的取向,增加学生的学校参与,能够有效减少学习倦怠。

The prevention and intervention of academic burnout has always been a research focus area in the field of educational psychology.By taking 2 036 middle school students as the research participants,and with “Academic Burnout Scale”,“Future Orientation Scale” and “School Engagement Scale”,this study aimed to find out how future orientation influence academic burnout among middle school students of different ages and gender,and explore the mediating effect of school emotional engagement.The analysis suggested that the future orientation of middle school students had a negative predictive effect on academic burnout.The impact of future orientation on academic burnout was mediated by school emotional engagement.Therefore,it is highly recommended to strengthen the orientation of middle school students in future education and employment,and increase students' school engagement,which can effectively reduce academic burnout.