摘要
目的:探讨高中生社会支持、归因方式与学习倦怠之间的关系。方法:采用归因方式问卷、社会支持量表和中学生学习倦怠量表,对潍坊市405名高一高二学生进行问卷调查,利用SPSS 16.0对数据进行分析。结果:(1)性别在情绪耗竭(t=3.34,P<0.05)、低效能感(t=2.89,P<0.05)、生理耗竭(t=2.03,P<0.05)、学习倦怠(t=3.55,P<0.05)、总分、社会支持(t=-2.26,P<0.05)、内部可控(t=-2.28,P<0.05)上均存在显著差异;(2)年级间学习倦怠无显著性差异(t=-1.53,P>0.05),在社会支持(t=2.25,P<0.05)和外部可控(t=-2.44,P<0.05)上存在显著性差异;(3)父亲的文化程度高低对子女的学习倦怠水平产生显著性影响(F=3.055,P<0.05);(4)社会支持、归因方式与学习倦怠存在显著性相关。结论:社会支持、归因方式与学习倦怠存在显著性相关,通过检验三者成线性关系,可建立回归方程:学习倦怠=-0.543×社会支持+0.37×归因方式+56.654。
Objective：To explore the relationship between social support,attribution style and learning burnout of senior high school students.Methods：A questionnaire survey was conducted among 405 senior high school students in Weifang by means of attribution style questionnaire,social support scale and middle school students＇ learning burnout scale,and the data were analyzed by SPSS16.0.Results：（1）Gender in emotional exhaustion（t=3.34,P〈0.05）,physical exhaustion（t=2.03,P〈0.05）,inefficient sense（t=2.89,P〈0.05）and learning burnout（t=3.55,P〈0.05）had significant difference;（2）Learning burnout was not significantly different between the two groups（P〉0.05）,however,it was defferent in social support（t=2.25,P〈0.05）and an externally controlled（t=-2.44,P〈0.05）;（3）Father＇s educational level on children＇s learning burnout level had significant influence（F=3.055,P〈0.05）;（4）Social support,attribution style and learning burnout were significantly related.Conclusion：There are significant correlations between social support,attribution style and learning burnout,and the regression equation can be established by testing the linear relationship between the three：Learning burnout=-0.543＊social support ＋ 0.37＊attribution style＋56.654
作者
顾倩
程乐森
张婧雅
王娜
GU Qian CHENG Lesen ZHANG J ingya et al(Major of Applied Psychology ,Weifang Medical University ,Weifang 261053 ,China)
出处
《中国健康心理学杂志》
2017年第1期92-96,共5页
China Journal of Health Psychology
关键词
高中生
学习倦怠
归因方式
社会支持
Senior high school students
Learning burnout
Attribution style
Social support
