大学生内隐、外显教育价值观与学习倦怠的关系探究  

On the Relationship between Implicit and Explicit Educational Values and Learning Burnout of College Students

作　　者：于格 卢晓灵 Yu Ge;Lu Xiaoling(Department of Education Science,Liupanshui Normal University,Liupanshui 553004,China)

机构地区：[1]六盘水师范学院教育科学学院,贵州六盘水553004

出　　处：《六盘水师范学院学报》2023年第6期88-98,共11页Journal of Liupanshui Normal University

基　　金：贵州省级金课(线下一流课程)建设项目“心理学基础”(GZSylkc202210);六盘水师范学院校级一流课程建设项目“心理学基础”(LPSSYylkz-2020-16)。

摘　　要：通过问卷调查和内隐实验,采用单类内隐联想测验(SC-IAT)和教育价值观量表、大学生学习倦怠量表,测量了142名大学生的内隐、外显教育价值观与学习倦怠。结果表明:多数大学生在内隐态度上更加认可教育的外部价值;外显教育价值观在性别、年级、是否有留守经历上存在差别,学习倦怠在性别、年级上存在显著差异;教育效用、家族荣誉与学习倦怠存在显著相关,内隐教育价值观与学习倦怠的相关不显著;内隐、外显两个层面的教育价值观没有显著关联,属于两个相对独立的心理结构。The implicit and explicit educational values and learning burnout of 142 college students were measured with the Single Class Implicit Association Test(SC-IAT),the Education Values Scale,and the College Student Learning Burnout Scale.It showed that:In the implicit educational values,most college students were more inclined to recognize the external value of education.There were differences in gender,grade and left behind experience in explicit education values.There were significant differences in gender and grade in learning burnout.Educational utility and family honor were significantly correlated with learning burnout,while the correlation between implicit educational values and learning burnout was not significant.There was no significant correlation between explicit and implicit educational values,which belonged to two relatively independent psychological structures.

关 键 词：大学生 教育价值观 内隐态度 学习倦怠 

分 类 号：G444[哲学宗教—心理学]