学业情绪在大学适应与学习倦怠间的中介作用  

Mediating Effect of Academic Emotion between College Adjustment and Learning Burnout

作　　者：高明[1] 

机构地区：[1]湖南商务职业技术学院,长沙410205

出　　处：《中国临床心理学杂志》2014年第3期537-539,536,共4页Chinese Journal of Clinical Psychology

摘　　要：目的:探讨学业情绪在大学适应与学习倦怠间的中介作用。方法:采用中国大学生适应量表、大学生学习倦怠问卷、一般学业情绪问卷对458名大学生进行调查。结果:①相关分析发现,大学生适应量表总分、积极学业情绪与学习倦怠各维度呈显著负相关,消极学业情绪与学习倦怠各维度呈显著正相关;②回归分析发现,消极低唤醒学业情绪、学习适应能共同预测情绪低落;学习适应、消极低唤醒学业情绪、校园适应能共同预测行为不当;积极低唤醒学业情绪、学习适应能共同预测成就感低;③学业情绪在大学适应与学习倦怠之间起部分中介作用,积极学业情绪与消极学业情绪的中介效应占总效应的比例分别为64.35%和33.73%。结论:学业情绪在大学适应与学习倦怠之间起中介作用。Objective To explore the mediating effect of general academic emotion between adjustment and learningburnout in college students. Methods： 458 college students were recruited to complete the China College Student Adjustment Scale, General Academic Emotion Questionnaire, Learning Burnout Questionnaire. Results： ①Correlation analysisshowed the total score of Adjustment Scale and positive academic emotions are both significantly and negatively correlatedwith all dimensions of learning burnout, while negative academic emotions are significantly and positively correlated withlearning burnout;②Regression analysis found that, negative low arousal emotions and learning adaptation predicted depres-sion and learning adaptation; Negative low arousal emotions and campus adaptation predicted misconduct, whereas positivelow arousal emotions and learning adaptation predicted low sense of achievement. ③General academic emotion plays a partial mediating role between adjustment and learning burnout in University, mediating effects of positive emotions and nega-tive emotions of the total effect ratio were 64.35% and 33.73%. Conclusion： Learning adjustment may protect against thelearning burnout directly and indirectly through the general academic emotion.

关 键 词：大学 适应 学习倦怠 一般学业情绪 

分 类 号：R395.6[哲学宗教—心理学]