大学生自尊对师生关系与学习倦怠的中介作用  

Mediating Effect of College Students' Self-esteem Between Teacher-student Relationship and Learning Burnout

作　　者：吴水燕[1] 李惠怡[1] 彭蓉[1] 彭月[1] 覃艺[1] 杨森[1] 李涛[1] 

机构地区：[1]中南民族大学公共管理学院,武汉430074

出　　处：《中国学校卫生》2010年第8期939-941,共3页Chinese Journal of School Health

基　　金：中南民族大学大学生科研创新基金项目(编号:CXCY2008080B)

摘　　要：目的探讨自尊对师生关系和学习倦怠的中介作用,为高校教育活动提供科学依据。方法采用大学生学业倦怠问卷、师生关系问卷和自尊量表对武汉市3所高校759名学生进行测试。结果学业倦怠问卷每一题的平均得分为2.63,属于中等倦怠水平;回归分析显示自尊、冲突性、亲密性、回避性进入回归方程(β=-0.397,0.174,-0.246,0.117),它们对学习倦怠的解释率达41.6%(F=104.467,P<0.01);自尊是中介变量。结论师生关系可以直接影响学习倦怠,还可以通过提高自尊减轻学习倦怠。Objective To explore the mediating effect of college students＇ self-esteem between teacher-student relationship and learning burnout. Methods A total of 759 college students were surveyed with College Students Learning Burnout Questionnaire, Teacher-students Relationship Questionnaire and Self-esteem Scale. Results For each item scored 2.63 in learning burnout questionnaire,the overall situation of college students was not serious. Regression analysis showed that self-esteem, conflict, intimacy and avoid entered the regression equation（β=-0.397,0.174,-0.246,0.117）,and they could explain 41.6% of learning burnout（F=104.467,P0.01）. Self-esteem was an intervening variable. Conclusion Teacher-student relationship have a direct impact on learning burnout, but also reduce learning burnout by enhancing self-esteem.

关 键 词：自我概念 人际关系 疲劳 精神卫生 学生 

分 类 号：R395.6[哲学宗教—心理学] G444[医药卫生—医学心理学]