大学生学习倦怠的综合干预效果分析

目的设计出一套心理教育、团体辅导和个别辅导相结合的综合干预方案，并考察其对学习倦怠的干预效果。方法对10名存在学习倦怠的大学生进行干预实验，采用李永鑫等的《大学生学习倦怠问卷》和自编《干预效果反馈表》对干预效果进行评估。结果实验组后测在情绪耗竭（t=2．465，P〈0．05）、成就感低（t=3．161，P〈0．05）上低于前测，追测在情绪耗竭（t=2．313，P〈0．05）、成就感低（t=2．555，P〈0．05）上低于前测；实验组与对照组在前测中不存在差异，但两组的后测在情绪耗竭（t=-2．422，P〈0．05）、成就感低（t=-2．746，P〈0．05）上，追测在情绪耗竭（t=-2．149，P〈0．05）、成就感低（t=-2．337，P〈0．05）上存在显著差异；被试对干预的主观评价较好。结论干预方案较为有效，但尚需改进和完善。

Effect of Comprehensive Intervention on Learning Burnout of College Students

Objective We design a comprehensive intervention program including psychological education,group counseling and in- dividual counseling,and examine its effect on learning burnout. Methods A total of 10 students with learning burnout involved the inter- vention experiment. The ＂Learning Burnout Questionnaire of College Students ＂prepared by Li Yongxin and the self made ＂ Intervention Feedback Questionnaire ＂were used to assess the effect of the intervention. Results Experimental grotip＇s post-test scores on emotional exhaustion （ t = 2. 465, P 〈 0.05 ）, personal accomplishment （ t = 3. 161, P 〈 0.05 ） were significantly lower than those in the pre-test, and track test scores on emotional exhaustion （ t = 2. 313, P 〈 0.05 ） , personal accomplishment （ t = 2. 555, P 〈 0.05 ） were significantly lower than those in the pre-test;There were no differences between the experimental group and control group in the pretest（ t =0. 308 ,-0. 706, 0. 329 ;P 〉0.05;） ,but scores 9n emotional exhaustion and personal accomplishment were significantly differences between post-test（ t = -2. 422, -2. 746 ; P 〈 0.05 ）, track tests （ t = -2. 149, -2. 337 ; P 〈 0.05 ） and pre-test; Students＂ subjective assessment to the intervention subjects was good. Conclusion The intervention program is found to be effective in learning burnout of college students, but need to be further improved and perfected.