对重庆部分高职院校大学生进行随机抽样调查发现,当前高职院校大学生的学习倦怠现状较为突出,学生普遍存在情绪低落、行为不当、成就感低的问题。这些现象,值得高职院校引起重视。通过各项人口统计学变量的分析,发现,高职院校男生的学业倦怠显著高于女生,来自农村的学生学习倦怠感普遍高于来自城镇的学生,人文社科类专业的学生更易表现出成就感低的状态,自主选择专业的学生,在学习倦怠的整体程度要低于被调剂、按父母意愿选择专业的学生,专业学习条件好的学生,在学习倦怠各维度上均显著低于专业学习条件一般、条件较差的学生。A random sampling survey was conducted among college students in some higher vocational colleges in Chongqing. It was found that the current situation of learning burnout among higher vocational college students is rather prominent. Students generally have problems such as low mood, improper behaviors and a low sense of achievement. These phenomena deserve the attention of higher vocational colleges. Through the analysis of various demographic variables, it was discovered that male students in higher vocational colleges have significantly higher academic burnout than female students. Students from rural areas generally have a higher sense of learning burnout than those from urban areas. Students majoring in humanities and social sciences are more likely to show a low sense of achievement. Students who choose their majors independently have a lower overall degree of learning burnout than those who are admitted by adjustment or choose majors according to their parents’ wishes. Students with good professional learning conditions are significantly lower than those with average or poor professional learning conditions in all dimensions of learning burnout.
为探讨了民族地区留守初中生心理资本、应对方式与学习倦怠之间的关系,本研究采用《农村留守儿童心理资本问卷》《简易应对方式问卷》《青少年学习倦怠问卷》,对甘孜藏族自治州和阿坝藏族羌族自治州三所中学的280名留守初中生进行方便整群抽样调查。结果发现:(1) 民族地区留守初中生在学习上有倦怠感,但整体学习倦怠水平良好;(2) 民族地区留守初中生的心理资本与学习倦怠显著负相关,心理资本对学习倦怠有负向预测作用;(3) 民族地区留守初中生学习倦怠在家庭结构与父母外出年限上存在显著差异;(4) 民族地区留守初中生学习倦怠、心理资本与积极应对方式均在与父母联系频率上存在显著差异;(5) 积极应对方式在民族地区留守初中生心理资本和学习倦怠之间起部分中介作用。In order to explore the relationship between psychological capital, coping styles and learning burnout among left-behind junior high school students in ethnic areas, this study used the Rural Left-behind Children’s Psychological Capital Questionnaire, the Simple Coping Styles Questionnaire, and the Adolescent Learning Burnout Questionnaire to conduct a convenience cluster sampling survey of 280 left-behind junior high school students in three middle schools in the Ganzi Tibetan Autonomous Prefecture and the Aba Tibetan and Qiang Autonomous Prefecture. The results found that: (1) left-behind junior high school students in ethnic areas are burned out in their studies, but the overall level of learning burnout is good;(2) the psychological capital of left-behind junior high school students in ethnic areas is significantly negatively correlated with learning burnout, and the psychological capital has a negative predictive effect on learning burnout;(3) there is a significant difference between learning burnout of left-behind junior high school students in ethnic areas in terms of their family structure and the number of years that their parents have been away from home;(4) there are significant differences in the frequency of contact with parents among middle school students’ burnout, psychological capital and positive coping style;(5) positive coping style partially mediates the relationship between psychological capital and burnout among left-behind middle school students in ethnic areas.
目的:为了探讨公费师范生学习动机、职业认同与学习倦怠的现状及其相互关系。方法:本研究对湖南某高等师范院校的1630名在校公费师范生进行了问卷调查。结果:① 整体而言,公费师范生的学习倦怠处于中等水平,而学习动机和职业认同处于较高水平;② 性别差异分析显示,男生在学习动机总分、内生学习动机维度以及职业认同总分和意志行为认同维度上的得分显著高于女生,而女生在学习倦怠的成就感低维度上的得分显著高于男生;③ 年级差异分析显示,大三学生在学习动机和职业认同的多个维度上得分显著低于其他年级,大四学生在学习倦怠的成就感低维度上的得分显著低于其他年级;④ 学科差异分析显示,文科与理科公费师范生在学习动机、职业认同和学习倦怠的总分及大部分维度上无显著差异,仅在职业认同的意志行为认同维度上,文科学生得分显著高于理科学生;⑤ 学习动机和职业认同与学习倦怠及其各维度之间存在显著的负相关关系;⑥ 中介效应检验表明,职业认同在学习动机对学习倦怠的影响中起到了完全中介作用。结论:职业认同在学习动机与学习倦怠之间起到了完全中介的作用。通过提升公费师范生的职业认同和学习动机水平,可以有效缓解其学习倦怠现象。Objective: This study aims to explore the current status and interrelationships of learning motivation, professional identity, and learning burnout among government-funded normal university students. Methods: A questionnaire survey was conducted among 1630 government-funded normal university students at a higher normal university in Hunan. Results: (1) Overall, government-funded normal university students have moderate levels of learning burnout, while their learning motivation and professional identity are at relatively high levels. (2) Gender differences analysis showed that male students scored significantly higher than female students in overall learning motivation, the intrinsic motivation dimension, professional identity total score, and the will-behavior identity dimension. On the other hand, female students scored significantly higher than male students in the achievement low dimension of learning burnout. (3) Grade differences analysis revealed that junior students scored significantly lower than other grade levels in several dimensions of learning motivation and professional identity, while senior students scored significantly lower than other grades in the achievement low dimension of learning burnout. (4) Subject differences analysis showed that there were no significant differences between arts and science government-funded normal university students in the total scores and most dimensions of learning motivation, professional identity, and learning burnout. However, ar
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