中学生学业倦怠与认知灵活性的关系  

The Relationship between Academic Burnout and Cognitive Flexibility of Middle School Students

作　　者：马高翔[1] 王振宏[1] 张石磊 罗云[1] 

机构地区：[1]陕西师范大学心理学院,陕西西安710062

出　　处：《陇东学院学报》2017年第6期132-135,共4页Journal of Longdong University

基　　金：国家社会科学基金项目<中小学生厌学心理形成的内部机制及其克服策略研究>(BBA090030)

摘　　要：目的:探讨中学生学业倦怠与认知灵活性之间的关系。方法:以150名初中生为研究对象,采用学业倦怠量表和威斯康星卡片分类测验进行中学生学业倦怠和认知灵活性的测查。结果:中学生学业倦怠总分及3个子维度与威斯康星卡片分类测验指标显著相关(p<0.05),且中学生认知灵活性对学业倦怠有预测作用(p<0.01)。结论:中学生学业倦怠与认知灵活性显著负相关,中学生认知灵活性对学业倦怠具有预测作用。中学教育应注重学生认知灵活性的提高。In order to investigate the relationship between academic burnout and cognitive flexibility of middle school students, we use Maslach Burnout Inventory-Student Survey （ MBI } and Wisconsin Card Sorting Test admin- istered to 150 middle school students to investigate academic burnout and cognitive flexibility of middle school students. The result suggests that academic burnout and three factors were significantly associated with the indica- tors of Wisconsin Card Sorting Test （p 〈 0.011 and the cognitive flexibility of middle school students could be pred- icable to the academic burnout {p 〈 O. 01 }. The conclusion of this research indicates that the cognitive flexibility was negatively associated with academic burnout among middle school students and the cognitive flexibility of mid- dle school students could be predicable to the academic burnout. Therefore, middle school education should be the focus of cognitive flexibility promotion.

关 键 词：中学生 学业倦怠 认知灵活性 威斯康星卡片分类测验 

分 类 号：B889[哲学宗教]