中职生歧视知觉与学习倦怠:专业认同和心理资本的中介作用  

The Relationship between Perceived Discrimination and Learning Burnout of Secondary Vocational Students:The Mediating Effect of Professional Identity and Psychological Capital

作　　者：董及美[1] 刘文娟 周晨 孙英红[1] 陈功香[1] DONG Jimei;LIU Wenjuan;ZHOU Chen;SUN Yinghong;CHEN Gongxiang(School of Education and Psychology,Jinan University,Jinan,250022)

机构地区：[1]济南大学教育与心理科学学院,济南250022

出　　处：《中国特殊教育》2020年第4期76-80,共5页Chinese Journal of Special Education

基　　金：济南大学大数据专项“基于社交媒体大数据的民众心理特点及影响因素分析研究”(项目批准号:XKY1933);山东省教育科学“十三五”规划项目“生态系统理论视角下青少年同伴欺凌的形成机制与教育干预研究”(项目批准号:YC2019044)。

摘　　要：为探讨歧视知觉与学习倦怠的关系,以及专业认同和心理资本在二者关系中的中介作用机制,采用歧视知觉量表、专业认同量表、积极心理资本量表和学习倦怠量表,对1514名中职生进行施测。结果表明:(1)歧视知觉与学习倦怠呈显著正相关;(2)歧视知觉、学习倦怠均与专业认同、心理资本呈显著负相关;(3)专业认同和心理资本分别在歧视知觉与学习倦怠间起中介作用,且二者在中职生歧视知觉与学习倦怠的关系中具有链式中介效应。In order to explore the relationship between perceived discrimination and learning burnout,as well as the mediating mechanism of professional identity and psychological capital in the relationship,1514 secondary vocational students were tested using the Perceived Discrimination Scale,Professional Identity Scale,Positive Psychological Capital Scale and Learning Burnout Scale.The results showed that:1)there was a positive correlation between perceived discrimination and learning burnout;2)perceived discrimination and learning burnout were negatively correlated with professional identity and psychological capital;3)in the relationship between perceived discrimination and learning burnout,professional identity and psychological capital had a mediating effect respectively,and also constituted a chain mediating effect.

关 键 词：中职生 歧视知觉 学习倦怠 专业认同 心理资本 

分 类 号：B849[哲学宗教—应用心理学]