大学生学习倦怠特点及其与社会支持、自我价值感的关系

目的探讨大学生学习倦怠特点及其与社会支持、自我价值感的关系。方法抽取514名大学生为研究对象,以学习倦怠问卷、社会支持评定量表、青少年自我价值感量表为研究工具。结果 1学习倦怠总分、行为不当、成就感低在性别上的差异有统计学意义(t=3.495,2.872,3.103;P0.01),情绪低落在是否独生子女上的差异有统计学意义(t=2.686,P0.01);2学习倦怠总分、情绪低落、行为不当与自我价值感、社会支持呈显著负相关(r=-0.371~-0.116;P0.05);3个人取向的一般自我价值感和主观支持对学习倦怠有显著的预测作用(β1=-0.201,β2=-0.164;P=0.00),Y(学习倦怠)=79.18-0.52X1(个人取向的一般自我价值感)-0.33X2(主观支持)。结论大学生自我价值感越高,社会支持越高,其学习倦怠水平越低。

The Relationship among Learning Burnout,Self-worth and Social Support of College students

Objective To explore the relationship among College students＇learning burnout ,self-worth and social support .Methods 514collegestudentsweretestedbylearningburnoutquestionnaire,socialsupportratingscale,adolescentself-worthscale.Results ①Thedifferenceoflearningburnoutscores,improperbehaviorandlowsenseofachievementonthegenderwasstatisticallysignificant（t=3.495,3.495,3.103;P〈0.01）,and the difference of depression on whether the one -child was statistically significant（t=2.686;P〈0.01）.②Social support and self -worth had significantly negative correlation with learning burnout scores ,depression,and misconduct of college students.（r=0.371 ~0.116;P〈0.05）.③Individual orientation general self -worth and subjective support had significant predictive effect to learning burnout （β1=0.201,β2=0.164;P=0.00）,Y（learning burnout）=79.18-0.52 X1（individual orientation general self-worth）-0.33 X2（subjective support）.Conclusion With the higher scores of self -worth and social support,the level of the college students＇learning burnout declines .