中职生同伴、师生关系对学业倦怠的影响:歧视知觉与自我同情的链式中介作用

The Effect of Peer and Teacher-Student Relationship on Academic Burnout of Vocational High School Students:The Chain Mediating Roles of Perceived Discrimination and Self-Compassion

采用纵向追踪设计,使用同伴依恋量表、师生依恋量表、中职生歧视知觉量表、中文版自悯量表与学业倦怠量表对1896名中职生进行间隔半年的两次测查。结果发现:(1)同伴关系和师生关系可以显著负向预测中职生学业倦怠;(2)歧视知觉和自我同情在同伴、师生关系与学业倦怠之间起链式中介作用;(3)在直接预测和中介模型中,师生关系的预测程度都强于同伴关系。研究揭示了同伴与师生关系对学业倦怠的影响机制及差异。

This study adopted a longitudinal follow-up design to test 1896 vocational high school students twice at six-month intervals using the Peer Attachment Scale,the Teacher-Student Attachment Scale,the Discrimination Perceptions Scale,the Self-Compassion Questionnaire,and the Academic Burnout Questionnaire.The results found that:1)peer and teacher-student relationships significantly and negatively predicted academic burnout among vocational high school students;2)discrimination perception and self-compassion played a mediating chain role between peers,teacher-student relationships,and academic burnout;3)teacher-student relationships were stronger predictors than peer relationships in both direct prediction and mediation models.The results reveal mechanisms and differences in the effects of peer and student-teacher relationships on academic burnout.