学优生与学困生学习倦怠的对比研究

目的探讨唐山市学习程度不同的大学生学习倦怠状况。方法采用大学生学习倦怠问卷对134名大学生进行调查。结果①学优生在学习倦怠总分（t=-2．32，P〈0．01）和行为不当（t=-2．50，P〈0．01）上的得分显著低于学困生；②不同性别、年级和专业的学优生在学习倦怠上不存在显著差异，而不同性剐的学困生在学习倦怠总分（t=-2．148，P〈0．01）和成就感低（t=-3．365，P〈0．01）方面存在显著差异，男生的得分明显低于女生；不同专业的学困生在学习倦怠总分（F=4．211，P〈0．05）、成就感低（F=6．485，P〈0．01）和行为不当（F=3．922，P〈0．05）上存在显著差异。结论学困生学习倦怠水平高于学优生；学优生的学习倦怠不受性别、年级和专业影响，而学困生的学习倦怠受性别和专业影响。

Control Study on Learning Burnout between Achievers and Underachievers

Objective To explore the difference of learning burnout between achievers and under-achievers. Methods A total of 134 undergraduates were investigated with Undergraduate Learning Burnout Scale. Results ①There were significant differences in the general learning burnout（t=-2. 32,P〈0. 01） and behavior inadequacy （t=-2.50, P〈0. 01）between underachievers and achievers. ② There were no significant differences in sexes,grades and majors for achievers learning burn-out; but there were significant gender differences in the general learning burnout （t=-2. 148,P〈0.01） and reduced personal accomplishment （t=-3. 365,P〈0.01） of underachievers, significant differences were found between majors in underachievers＇ general learning burnout （F = 4. 211,P〈0.05）, reduced personal accomplishment （F=6. 485,P〈0.01） and behavior in-adequacy（F= 3. 922,P〈0.05）. Conclusion The level of learning burnout of underachievers was higher that of achievers; Learning burnout of achievers was not influenced by sexes ,grades and majors, but learning burnout of underachievers was influenced by sexes and majors.