大学生学习倦怠与成人依恋的关系:自我模型的作用  

Learning Burnout and Adult Attachment in College Students:The Role of Self Model

作　　者：杨红君[1] 高明[2] 李国强[1] 龚跃华[1] 胡小兰[1] 文小辉[1] 

机构地区：[1]湖南人文科技学院教育科学系,娄底417000 [2]湖南商务职业技术学院,长沙410205

出　　处：《中国临床心理学杂志》2013年第5期829-831,共3页Chinese Journal of Clinical Psychology

基　　金：湖南人文科技学院青年基金项目(2010QN29);湖南省高等学校科学研究项目(12C0754)

摘　　要：目的:考察大学生学习倦怠与成人依恋的关系,尤其是依恋自我模型和他人模型的作用。方法:方便取样对316名在校大学生采用关系问卷(RQ)和大学生学习倦怠量表进行测量。结果:独立样本t检验显示,大学生学习倦怠性别差异不显著(P>0.05);文科生的学习倦怠总分及三个因子分均显著低于理科生(P<0.05);不同依恋类型个体在情绪低落、成就感低、学习倦怠总分上差异显著(P<0.01);皮尔逊相关分析显示,大学生学习倦怠与依恋自我模型显著负相关(r=-0.214^-0.274,P<0.01),与他人模型没有显著相关;逐步回归分析显示,自我模型对学习倦怠具有显著预测作用,可分别解释学习倦怠总分、情绪低落、行为不当和成就感低总方差的7.5%、4.6%、5.7%和5.7%(均P<0.001)。结论:大学生学习倦怠与成人依恋关系密切,自我模型对大学生学习倦怠有负向预测作用。Objective： To investigate the relationship between learning burnout and adult attachment in college stu- dents, especially the role of the attachment self model and other model. Methods： Totally 316 college students were re- cruited by convenient sampling method to complete the Relationship Questionnaire （RQ） and college students＇ learning burnout questionnaire. Results： Independent-sample t test showed that liberal arts students＇ learning burnout level were significantly lower than science students（P〈0.05）. ANOVA showed that the four adult attachment subtype students＇ learn- ing burnout were significantly different （P〈0.01）. Pearson correlation analysis showed that learning burnout and self model were negatively correlated（r=0.214～0.274, P〈0.01）, and no significant correlation was found between learning burnout and the other model. Stepwise regression analysis showed that the self model explained 7.5%, 4.6%, 5.7% and 5.7% of the to- tal variance of total learning burnout, emotional exhaustion, improper behaviour and reduced personal accomplishment, re- spectively （P〈0.001）. Conclusion： There is significant correlation between the learning burnout and adult attachment, and the self model plays an important role in predicting learning burnout of college students.

关 键 词：学习倦怠 成人依恋 大学生 自我模型 

分 类 号：R395.6[哲学宗教—心理学]