中国临床心理学杂志

大学生无聊倾向对学习倦怠的影响:情绪调节策略的中介作用

作者：赵鑫¹ 李莹莹¹ 金佳² 金戈³

单位：1. 西北师范大学心理学院行为康复训练研究中心兰州 730070
2. 国网英大集团公司人资部北京 100005
3. 兰州城市学院教育学院兰州 730070

分类号：R395.6

出版年,卷(期):页码：2016,24(1):64-68

摘要：

目的:从情绪调节策略的角度入手,探讨无聊倾向对大学生学习倦怠的影响。方法:选取567名16-26岁大学生为研究对象,采用情绪调节策略量表、大学生无聊倾向问卷、大学生学习倦怠量表进行测量。结果:认知重评策略在单调性与情绪低落、成就感低之间起中介作用;认知重评策略在孤独感与行为不当、成就感低之间起中介作用;认知重评策略在自控力与成就感低之间起中介作用。结论:情绪调节策略使用频率在大学生无聊倾向和学习倦怠之间起中介作用。

Objective: To explore the impact of boring tendency on college students' learning burnout from the perspective of emotion regulation strategies.Methods: In this research, participants included 567 college students aged from 16 to 26 years old.We measured the frequency of cognitive reappraisal and suppression expression with the Emotion Regulation Questionnaire, the boredom proneness with the Boredom Proneness Seale for college student and the learning burnout with the Learning Burnout of Undergraduates Scale.Results: Results indicated that cognitive reappraisal played an intermediary role between monotonicity, depression and low achievement, and between loneliness, misbehavior and low achievement, and between self-control and low sense of achievement.Conclusion: Emotion regulation strategy acts as a mediating role in the relationship between boredom proneness and learning burnout in adolescents.

基金项目：

甘肃省教育科学"十二五"规划课题重点项目(GS[2013]GHBZ093);甘肃省教育科学"十二五"规划课题重点项目(GS[2013]GHBZ086);西北师范大学青年教师科研能力提升计划(SKQ-NYB12009)

作者简介：

参考文献：

1 Jennings ML. Medical student burnout:Interdisciplinary exploration and analysis. Journal of Medical Humanities, 2009, 30(4):253-269
2 Pines A, Aronson E, Kafry D. Burnout:from tedium to Personal growth. New York:Free Press, 1981
3 魏婷. 大学生学习倦怠初探. 硕士学位论文. 合肥工业大学,2007
4 孙晓莉. 大学生学习倦怠的现状及成因研究. 硕士学位论文. 南京师范大学,2007
5 Gold Y, Bachelor P, Michael WB. The dimensionality of a modified form of the Maslach Burnout Inventory for university students in a teacher-training Program. Educational and Psychological Measurement, 1989, 49(3):549-560
6 Ghorpade J, Lackritz J, Singh G. Burnout and personality evidence from academia. Journal of Career Assessment, 2007, 15(2):240-256
7 Jacobs SR, Dodd D. Student burnout as a function of Personality, social support, and Workload. Journal of College Student Development, 2003, 44(3):291-303
8 Morgan B, De Bruin K. The relationship between the big five personality traits and burnout in South African university students. South African Journal of Psychology, 2010, 40(2):182-191
9 Nagy S, Davis L G. Burnout:A comparative analysis of personality and environmental variables. Psychological Reports, 1985, 57(3):1319-1326
10 杨丽娴,连榕,张锦坤. 中学生学习倦怠与人格关系. 心理科学,2007,30(6):1409-1412
11 Belton T, Priyadharshini E. Boredom and schooling:A crossdisciplinary exploration. Cambridge Journal of Education, 2007, 37:579-595
12 Musharbash Y. Boredom, time, and modernity:An example from aboriginal Australia. American Anthropologist, 2007, 109:307-317
13 Gross JJ. Emotion regulation:Current status and future prospects. Psychological Inquiry, 2015, 26:1-26
14 赵鑫,金戈,周仁来. 什么样人更善于情绪调节?-情绪调节的个体差异研究. 中国临床心理学杂志,2013,3(21):518-521
15 John OP, Gross JJ. Individual differences in emotion regulation strategies:Links to global trait, dynamic, and social cognitive constructs. In JJ Gross(Ed.), Handbook of Emotion Regulation. New York:Guilford Press, 2007. 351-372
16 Gross JJ, John OP. Individual differences in two emotion regulation processes:Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 2003, 85:348-362
17 Goldin PR, McRae K, Ramel W, Gross JJ. The neural bases of emotion regulation:reappraisal and suppression of negative emotion. Biological Psychiatry, 2008, 63(6):577-586
18 Lane RD, Sechrest L, Riedel R, Shapiro DE, Kaszniak AW. Pervasive emotion recognition deficit common to alexithymia and the repressive coping style. Psychosomatic Medicine, 2000, 62(4):492-501
19 Cabello R, Salguero J, Fernandez-Berrocal P, Gross JJ. A Spanish adaptation of the Emotion Regulation Questionnaire. European Journal of Psychological Assessment, 2013, 29:234-240
20 赵鑫,史娜,张雅丽,等. 人格特质对社会适应不良的影响:情绪调节效能感的中介作用. 中国特殊教育,2014,8:86-91
21 赵鑫,张雅丽,陈玲,周仁来. 人格特质对青少年社交焦虑的影响:情绪调节方式的中介作用. 中国临床心理学杂志,2014,22(6):1057-1061
22 赵鑫,张雅丽,马秀娟,等. 情绪调节效能感在人格特质与心理应激水平关系中的中介作用. 第三军医大学学报, 2014,36(17):1850-1853
23 黄时华,李冬玲,张卫,等. 大学生无聊倾向问卷的初步编制. 心理发展与教育,2010,3:308-314
24 连榕,杨丽娴,吴兰花. 大学生的专业承诺、学习倦怠的关系与量表编制. 心理学报,2005,37(5):632-636
25 王力,柳恒超,李中权,杜卫. 情绪调节量表的信度和效度研究. 中国行为医学科学,2007,16(9):846-848
26 赵鑫,张冰人,张鹏,等. 斯坦福情绪调节量表在我国中学生中的信效度检验. 中国临床心理学杂志,2015,23(1):22-25
27 Landis RS, Beal DJ, Tesluk PE. A comparison of approaches to forming composite measures in structural equation models. Organizational Research Methods, 2000, 3(2):186-207
28 Shrout PE, Bolger N. Mediation in experimental and nonexperimental studies:New procedures and recommendations. Psychological Methods, 2002, 7(3):422-445
29 宋皓杰,杜江红,李永鑫. 生活目的与焦虑、孤独的关系:无聊的中介作用. 中国临床心理学杂志,2013,21(6):1033-1035
30 Nett UE, Goetzb T, Daniels LM. What to do when feeling bored? Students' strategies for coping with boredom. Learning and Individual Differences, 2010, 20(6):626-638
31 Pekrun R, Goetzb T, Daniels LM, et al. Boredom in achievement settings:Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 2010, 102(3):531-549
32 Wegner L, Flisher AE. Leisure boredom and adolescent risk behavior:A systematic literature review. Journal of Child and Adolescence Mental Health, 2009, 21(1):1-28
33 Boden MT, Gross JJ, Babson K, Bonn-Miller MO. The interactive effects of emotional clarity and cognitive reappraisal on problematic cannabis use among medical cannabis users. Addictive Behaviors, 2013, 38:1663-1668
34 赵鑫,马秀娟,周仁来,岳建忠. 消极情绪体验在表达抑制与军人心理应激水平中的中介作用. 第三军医大学学报, 2013,35(21):2363-2366

服务与反馈：

【文章下载】【加入收藏】