未来时间洞察力在高中生学习自我效能感与学习倦怠间的中介效应

目的 探讨高中生学习自我效能感和学习倦怠之间的关系及未来时间洞察力在其中的中介作用。方法 采用高中生未来时间洞察力问卷、高中生学习自我效能感问卷、高中生学习倦怠问卷对958名高中生进行问卷调查。结果 不同年级高中生未来时间洞察力差异无统计学意义，在学习自我效能感和学习倦怠得分上差异均有统计学意义（F学习自我效能感= 7.067，P < 0.01；F学习倦怠= 5.661，P < 0.05）。高中生的学习自我效能感与未来时间洞察力呈显著正相关（r = 0.616，P < 0.01），未来时间洞察力与学习倦怠呈显著负相关（r = -0.327，P < 0.01），学习自我效能感与学习倦怠呈显著负相关（r = -0.486，P < 0.01）。未来时间洞察力在学习自我效能感和学习倦怠间有部分中介效应，中介效应占总效应的比例为12.3%。结论 增强未来时间洞察力，提升学习自我效能感，对改善高中生的学习倦怠具有重要意义。

Mediating effect of future time perspective between academic self-efficacy and learning burnout among high school students

Objective The aim of this study was to explore the relationship between academic self-efficacy and learning burnout, as well as the mediating effects of future time perspective in high school students. Methods A sample of 958 high school students were surveyed with future time perspective questionnaire for high school students, perceived academic self-efficacy questionnaire for high school students, questionnaire of learning burnout for high school students. Results The high school students from different grades had no conspicuous distinctions in future time perspective, but differences of academic self-efficacy and learning burnout existed conspicuously among students of different grades（F for academic self-efficacy =7.067, P<0.01; F for learning burnout =5.661, P<0.05）. All the dimensions of academics self-efficacy were significantly positively correlated with future time perspective（r=0.616，P<0. 01）. Future time perspective were significantly negatively correlated with learning burnout（r=-0.327，P<0.01）. Academic self-efficacy were significantly negatively correlated with learning burnout（r=-0.486，P<0.01）. Future time perspective of the high school students had a partial intermediary effect between academic self-efficacy and learning burnout, and the mediating effects accounted for 12.3% of the total effects. Conclusion The findings suggested that academic self-efficacy and future time perspective were important factors influencing high school students' learning burnout.