摘要
目的:探讨大学生学业自我效能感、自尊与学习倦怠之间的关系以及自尊在其中的中介作用机制,为降低大学生的学习倦怠提供依据。方法:采用大学生学业自我效能感问卷、自尊问卷和大学生学习倦怠问卷对834名大学生进行调查。结果:(1)大学生学业自我效能感存在着非常显著的性别差异,大学生自尊水平存在着非常显著的城乡差异,大学生学习倦怠不存在显著的性别、专业和城乡差异;(2)大学生学业自我效能感、自尊与学习倦怠存在着显著负相关;(3)大学生自尊在学业自我效能感与学习倦怠间起部分中介作用。结论:大学生学业自我效能感、自尊对学习倦怠有预测作用。
Objective：To explore the relationship among the academic self-efficacy,self-esteem and learning burnout of university students and at the same time to reveal the mediating effect of the self-esteem in this process,in order to provide evidence for reducing the learning burnout of university students.Method：The Academic Self-efficacy Scale of University Students,Self-esteem Scale and Learning Burnout Scale of University Students were used to 834 university students for investigation.Results：（1）The academic self-efficacy of university students＇ showed very significant differences in gender;the self-esteem of the university students displayed very remarkable differences in family background;the learning burnout of the university students showed no significant differences in gender,profession and family background.（2）The academic self-efficacy and self-esteem of university students both had a negative effect on the learning burnout of university students.（3）Self-esteem of university students were found to have a partial mediating effect between the academic self-efficacy and learning burnout.Conclusion：The academic self-efficacy and self-esteem of university students had predictive effect on learning burnout.
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2012年第1期192-196,共5页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
关键词
学业自我效能感
自尊
学习倦怠
中介作用
Academic self-efficacy
Self-esteem
Learning burnout
Mediating effect
