中职生学习倦怠状况及其与人格特征关系  

The condition of learning burnout of the students of medium vocational school and the correlation to personality traits

作　　者：许清鹏[1] 张建新[1] 刘甫强 王晶 王宝军 

机构地区：[1]中国科学院心理研究所,北京中国科学院研究生院100101 [2]北京市经贸高级技术学校

出　　处：《中国行为医学科学》2006年第4期367-369,共3页Chinese Journal of Behavioral Medical Science

摘　　要：目的了解中等职业学校学生(中职生)的学习倦怠状况,并分析学习倦怠与人格特征的关系。方法以maslach倦怠问卷学生量表(MBISS)量表为基础加上访谈得到的条目构成学习倦怠量表,结合大五人格量表和中国人性格量表对北京市二所职业学校604名中学生进行测试,对变量进行方差分析。结果学习倦怠总分及各因子在性别、是否担任班干部、年级、母亲文化程度、班主任年龄和考试排名等变量上差异有显著性。将被试按照学习倦怠总分、学习疏远、学习疲倦、低学习效能得分的27%分组,分成高分组与低分组,结果学习倦怠总分及各因子高分组的神经质[(3.20±0.53)分]、面子[(8.98±3.10)分]、防御性[(7.25±2.84)分]得分高于低分组[分别为(2.78±0.59)分,(7.20±3.25)分,(5.88±3.17)分],外倾性[(3.22±0.51)分]、开放性[(2.76±0.35)分]、宜人性[(3.24±0.46)分]、严谨性[(3.13±0.47)分]与和谐性[(9.96±2.69)分]得分低于低分组[分别为(3.50±0.51)分,(2.94±0.36)分,(3.50±0.45)分,(3.61±0.61)分,(11.20±2.04)分],在人情取向与灵活性得分方面除低学习效能高分组灵活性高于低分组外,其它方面差异无显著性。结论中职生的学习倦怠要引起高度重视。Objective To acquaint the condition of learning-burnout of the students of medium vocational school and analysis the correlation of learning-burnout and personality traits. Methods The learning burnout scale,composed of items from MBI-SS and interview with students, along with the NEO Five-Factor Inventory （NEO-FFI） and the Chinese Personality Assessment Inventory （CAPI） , was used to assess 604 students from two schools in Beijing,and the ANOVA analysis was done to variables. Results Total and every fact of learning-burnout scored different significantly in gender, whether or not acting as managers from pupils, grades, the educated level of mother, ages of the leader of class and whether or not taking the lead in class about learn achieves in class. Students of high learning-burnout and every factor of learning-burnout scored higher on Neuroticism（ 3. 20 ± 0.53 ）, Face （ 8. 98 ± 3, 10） and Defensiveness （ 7.25 ± 2.84） than those of low learning-burnout and every factor of student-burnout （2.78 ± 0. 59,7.20 ± 3.25,5.88 ± 3.17 ）, lower on Extraversion （ 3.22 ± 0.51 ）, open （ 2.76 ± 0.35 ）, Agreeableness （ 3. 24 ± 0. 46 ）, Conscientiousness （ 3.13 ± 0.47 ） and Harmony （ 9.96 ± 2.69 ） than those of low learning-burnout and every factor of learning-burnout （ 3.50 ± 0.51,2.94 ± 0.36,3.50 ± 0.45,3.61 ± 0.61,11.20 ± 2.04 ）. Conclusion More attention should be pay to the students of profession school about learning- burnout.

关 键 词：中职生 学习倦怠 人格特征 

分 类 号：G442[哲学宗教—心理学]