不良童年经历对大学生学业倦怠的影响:时间观的中介作用

The Influence of Adverse Childhood Experiences on Academic Burnout in University Students:The Mediation Effect of Time Perspective

目的:揭示大学生不良童年经历对学业倦怠的影响及时间观在其中的作用。方法:采用不良童年经历国际问卷、Maslach学业倦怠量表和津巴多时间观问卷,对342名大学生进行调查。分析不良童年经历对大学生学业倦怠的预测作用,以及不同时间观的中介效应。结果:(1)在控制了性别、年龄、年级、童年居住地后,不良童年经历可以正向预测大学生的学业倦怠水平;(2)五种时间观在不良童年经历和学业倦怠间起完全中介作用:个体的不良童年经历越多,越可能持过去消极、当下冲动和当下宿命论时间观,越不可能持过去积极和未来时间观,进而引起更高水平的学业倦怠。结论:不良童年经历通过影响大学生的时间观进而影响其学业倦怠。

Objective:To reveal the influence of adverse childhood experiences on academic burnout in university students and the role of time perspective.Methods:Adverse childhood experiences-international questionnaire,Maslach burnout inventory-student survey and Zimbardo time perspective inventory were used in a survey in 342 university students.The predictive effect of adverse childhood experiences on academic burnout and the mediation effect of different time perspectives were examined.Results:(1)After controlling gender,age,grade,and childhood residence,adverse childhood experiences positively predicted the academic burnout in university students;(2)Five types of time perspective played full mediation role in the relationship between adverse childhood experiences and academic burnout.Specifically,the more adverse childhood experiences an individual had,the higher score he or she obtained in the past negative,present hedonism and present fatalism dimensions of time perspective,the lower score he or she obtained in the past positive and future dimensions of time perspective,thus leading to a higher level of academic burnout.Conclusion:Adverse childhood experiences influence university students'academic burnout through time perspective.