班级集体效能对初中生学业自我效能与学习倦怠的调节作用  

Academic Self-efficacy and Burnout:Moderating Effects of Class Collective Efficacy among Junior High School Students

作　　者：石雷山[1,2] 高峰强[1] 沈永江[2] 

机构地区：[1]山东师范大学心理学院,济南250014 [2]南通大学应用心理系,南通226007

出　　处：《心理发展与教育》2011年第3期289-296,共8页Psychological Development and Education

基　　金：全国教育科学"十一五"规划教育部重点项目"高校教师工作倦怠现状及干预模式研究(DFA090249)";江苏省教育科学"十一五"青年专项"中小学班级集体效能感的研究与实验"(C-b/2009/01/040)

摘　　要：采用学习倦怠、学业自我效能、班级集体效能问卷,选取26个班级的1125名初中生作为被试,运用多层线性模型探讨班级集体效能对学业自我效能与学习倦怠的影响。在控制性别和年级的影响后,结果发现:(1)班级集体效能与学习倦怠具有直接的关联:班级正向联合力越高,则学生的学习成就感越高;班级负向联合力越高,则学生的情绪与生理的消耗越严重;班级优秀成员的效能越高,则其他学生学习的成就感越低,师生关系越疏远、生理消耗越严重;而班级成员的自我效能越高,学生的学习成就感越高、情绪的损耗越小;(2)班级集体效能对学业自我效能与学习倦怠之间的关系具有显著的调节作用:班级的正向和负向联合力越强,则学业自我效能对师生疏离的负向影响就越弱;班级的负向联合力越强,则学业自我效能对情绪耗竭的负向影响就越小;优秀成员效能越高,则学业自我效能对学习低成就感的负向影响就越大;而成员自我效能强,则学业自我效能对师生疏离的负向影响也强。In order to examine and investigate the effects of class collective efficacy and academic self-efficacy on student burnout at the individual and organizational levels, 1125 students as subjects from 26 junior high schools were chosen randomly. After controlled the effect of gender and grade, Hierarchical Linear Model（HLM） results revealed that （1） the higher the positive conjoint capabilities of group, the higher personal learning accomplishment; negative conjoint capabilities of group positively predicts mental exhaustion and physical exhaustion; efficacy of higher status members positively predicts the lack of personal learning accomplishment, the alienated relationship between students and teachers, and physical exhaustion; and the high personal efficacy as a member of group, the lower mental exhaustion and the lack of personal learning accomplishment; （2）the positive and negative conjoint capabilities of group have been found to weaken the negative relationship of academic self- efficacy and the alienated relationship between students and teachers; the negative conjoint capabilities of group also weaken the negative relationship of academic self-efficacy and mental exhaustion; efficacy of higher status members promotes the negative relationship of academic self-efficacy and the lack of personal learning accomplishment; and personal efficacy as a member of group also promotes the negative relationship of academic self-efficacy and the alienatedrelationship between students and teachers.

关 键 词：班级集体效能 学习倦怠 学业自我效能 初中生 

分 类 号：G442[哲学宗教—心理学]