农村留守初中生亲子关系、感知教师差别行为对学习倦怠的影响:一项追踪研究  

Parent-child relationship of left-behind junior middle school students and perception of the influence of teachers’differential behavior on learning burnout:A longitudinal study

作　　者：宋欢 刘兵 罗利 彭文波[2] SONG Huan;LIU Bing;LUO Li(School of Educational Science,Neijiang Normal University,Neijiang 641100,China)

机构地区：[1]内江师范学院教育科学学院,641100 [2]重庆师范大学应用心理学重点实验室 [3]汉江师范学院学生工作处

出　　处：《中国健康心理学杂志》2022年第5期763-767,共5页China Journal of Health Psychology

基　　金：教育部青年基金项目(编号:17XJC190004)。

摘　　要：目的:探讨农村留守初中生亲子关系、感知教师差别行为和学习倦怠的关系。方法:采用亲子关系量表、感知教师差别行为量表和学习倦怠量表对232名农村留守初中生进行10个月的追踪调查。以前后测留守状态未改变的212名留守初中生为分析对象。结果:(1)农村留守初中生亲子关系变化不显著、感觉教师差别行为程度变高(t=-2.53,P<0.05)和学习倦怠程度变高(t=-3.87,P<0.001);(2)前后测中亲子关系与感知教师差别行为均成显著正相关(r=0.31,0.36;P<0.001),感知教师差别行为和学习倦怠均成显著负相关(r=-0.34,-0.42;P<0.001);(3)亲子关系难以预测随后的感知教师差别行为;亲子关系(β=-0.20,P<0.01)和感知教师差别行为(β=-0.15,P<0.01)对间隔10个月后的学习倦怠有显著的负向预测作用。结论:农村留守初中生亲子关系、感知教师差别行为与学习倦怠之间存在动态联系。Objective:To explore the relationship between parent-child relationship of rural left-behind junior high school students,perceived teacher differential behavior and learning burnout.Methods:A parent-child relationship scale,perceived teacher differential behavior scale and learning burnout scale were used to conduct a 10-month follow-up survey of 232 rural left-behind middle school students.212 left-behind junior high school students whose left-behind status remained unchanged were analyzed.Results:(1)The parent-child relationship of rural left-behind junior high school students did not change significantly,the degree of perceived teacher differential behavior became higher(t=-2.53,P<0.05),and the degree of learning burnout was higher(t=-3.87,P<0.001).(2)The parent-child relationship in the pre and post test was significantly positively correlated with the perceived teacher’s differential behavior(r=0.31,0.36;P<0.001),and the perceived teacher’s differential behavior and learning burnout were both significantly negatively correlated(r=-0.34,-0.42;P<0.001).(3)The parent-child relationship was difficult to predict the subsequent perceived teacher differential behavior;Parent-child relationship(β=-0.20,P<0.01)and perceived teacher difference behavior(β=-0.15,P<0.01)had significantly negative predictive effect on learning burnout after ten months.Conclusion:There is a dynamic link between parent-child relationship of rural left-behind junior high school students,perceived teacher differential behavior and learning burnout.

关 键 词：农村留守初中生 亲子关系 感知教师差别行为 学习倦怠 追踪研究 

分 类 号：R395.9[哲学宗教—心理学]