中国临床心理学杂志

中学生学习自我效能感、学习压力和学习倦怠关系的结构模型

作者：朱晓斌王静丽

分类号：G441

出版年,卷(期):页码：2009,17(5):626-628

摘要：

目的：构建中学生学习自我效能感、学业压力和学习倦怠之间的关系模型。方法：对674名中学生分别采用中学生学业压力源量表、学习自我效能感问卷和中学生学习倦怠量表进行测量，进而用结构方程模型的方法构建了潜变量之间的关系模型。结果：学业压力对学习的低效能感、师生疏离以及生理耗竭有直接的影响(直接效应值分别为-0.22，0.12，0.27)，同时还通过影响基本能力感和控制感而导致学习的低效能感(间接效应值分别为-0.155和-0.264)、师生疏离(中介效应值分别为0.066和0.299)和生理耗竭(中介效应值分别为0.089和0.233)。而学业压力对情绪耗竭的影响主要是通过基本能力感和控制感的中介作用来实现(中介效应值分别为0.033和0.387)，是一种完全中介作用。结论：学业压力不仅直接导致学习倦怠，还通过影响学习自我效能感而导致学习倦怠。

Objective:To build a relationship model of perceived academic self-efficacy, learning stress, and learning burnout of high school students.Methods:674 high school students were surveyed with Learning Stress Scale of High School Students, The Perceived Academic Self-efficacy Scale, Scale of Learning Burnout of High School Students.Results:Learning stress had a direct effect on a low level of learning efficacy, perceived alienation to teacher and physical exhaustion (The direct effect value were-0.22,0.12,0.27). At the same time, perceived basic ability and perceived control partially mediated the impact of learning stress on the low level of learning efficacy, perceived alienation to teacher and physical exhaustion (the mediated effect value were-0.155 and-0.264, 0.066 and 0.299, 0.089 and 0.233). Perceived basic ability and perceived control fully mediated the relationship between learning stress and emotional exhaustion (the mediated effect value were 0.033 and 0.387).Conclusion:The students with a higher level of stress reported suffering more learning burnout than those with a lower level of stress, and vice versa.

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参考文献：

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