正念团体练习对改善大学生学业倦怠的作用

The effects of mindfulness group training on improving college students’ learning burnout

目的:在大学生群体中,讨论正念团体练习对学业倦怠及与其相关的学业自我效能感、正负性情绪和应对方式的改善作用。方法:随机选取来自高校的31名学生,分为实验组和等待组,对实验组被试进行标准8周MBCT正念团体练习。使用学业倦怠量表、正念注意觉察问卷、正负性情绪量表、特质应对方式问卷进行前测、后测、3个月追踪测和5个月追踪测。结果:在正念干预前,两组在各量表分数上没有差异。在8周练习后,实验组在学业倦怠情绪低落维度(t=2.113,P<0.05)上显著低于等待组,在5个月后测中,实验组被试在学业倦怠水平(t=2.497,P<0.05)、学业倦怠行为不当维度(t=3.258,P<0.001)、消极应对方式(t=1.993,P<0.05)、学业自我效能感(t=2.534,P<0.05)上显著低于等待组。在8周练习后,实验组的正念水平(t=2.714,P<0.05)显著提高,学业倦怠总分(t=2.499,P<0.05)、学业倦怠行为不当维度(t=2.408,P<0.05)、消极情绪(t=1.993,P<0.05)显著降低。在4次测量过程中,实验组学业倦怠总分(χ~2=16.563,P<0.001)、学业倦怠行为不当维度(χ~2=15.990,P<0.001)、积极情绪(χ~2=12.757,P<0.005)的组内差异显著。结论:正念团体练习后,大学生的学业倦怠状况明显改善,改善效果随时间得以维持。

Objective:To test the effect of mindfulness group training on improving college students’ learning burnout,learning self-efficiency,emotion and coping style.Methods:A total of 31 participants were randomly assigned to experimental group and waiting-list group.The experimental group took part in an 8 weeks MBCT group intervention.Learning Burnout Scale,Mindfulness Attention Awareness Scale(MAAS),The Positive and Negative Affect Scale(PANAS),Learning Self-efficiency Scale,and Trait Coping Style Questionnaire(TCSQ)were used in pretest,post-test,3-month follow-up test,and a 5-month follow-up test.Results:There were no different in the pre-test of the two groups.After 8 weeks MBCT group intervention,in the post-test the experimental group had significant improvements in the depression dimension of Learning Burnout Scale(t=2.113,P<0.05)than the waiting-list group.In the 5-month follow-up test,the experimental group had significant lower scores in Learning Burnout scale(t=2.497,P<0.05),improper behavior dimension of Learning Burnout(t=3.258,P<0.001),negative coping style(t=1.993,P<0.05),learning self-efficiency(t=2.534,P<0.05)than the wait-list group.In the post-test the experimental group had a significant improvement in MAAS(t=2.714,P<0.05)score and significant decreases in Learning Burnout Scale(t=2.499,P<0.05),improper behavior dimension of learning burnout(t=2.408,P<0.05),and negative emotion(t=1.993,P<0.05).In the 4 tests,the experimental group had significant differences in their learning burnout(χ~2=16.563,P<0.001),improper behavior dimension of learning burnout(χ~2=15.990,P<0.001),and positive emotion(χ~2=12.757,P<0.005)scores.Conclusion:Mindfulness group training can improve college students’ learning burnout,and the benign effects can be maintained over time.