内地西藏班(校)中学生文化疏离感、学习倦怠的现状及关系研究
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摘要
西藏少数民族学生到内地西藏班(校)接受教育,面临着文化和学习适应的压力,其能否获得较好的文化适应,是内地西藏班(校)办学模式取得成功的关键。为了考察内地西藏班(校)中学生的文化疏离感与学习倦怠的现状以及心理韧性在二者之间的作用机制,本文采用问卷调查法对435名内地西藏班(校)中学生进行调查研究。结果表明:(1)内地西藏班(校)中学生的文化疏离感和学习倦怠水平中等偏下,文化适应和学习适应状况较好;(2)内地西藏班(校)中学生的文化疏离感与心理韧性显著负相关,与学习倦怠显著正相关,而心理韧性与学习倦怠显著负相关;(3)内地西藏班(校)中学生的心理韧性在文化疏离感与学习倦怠之间起部分中介作用,即文化疏离感既可以直接对学习倦怠产生正向预测效应,也可以以心理韧性为中介对学习倦怠产生间接效应。因此,增强内地西藏班(校)中学生的心理韧性,可以缓解文化疏离感对其学习倦怠的消极影响。
Tibetan students who receive education in the hinterland middle school classes face the pressure of cultural and learning adaptation. Whether they can develop a good acculturation is the key to the successful school running model of hinterland middle schools for Tibetan students. The present study is aimed at exploring the mediating effect of resilience between those students' sense of cultural alienation and learning burnout. Questionnaire on the sense of cultural alienation, Resilience Scale for Chinese Adolescents(HKRA) and Adolescent Student Burnout Inventory(ASBI) are employed to investigate 435 Tibetan students. Results indicate that 1) their sense of cultural alienation and learning burnout are both below the average level which shows that their cultural and learning adaptation is not poor; 2) their sense of cultural alienation is significantly and negatively correlated with resilience, but positively correlated with learning burnout; and 3) their sense of cultural alienation can not only impose direct effects on learning burnout, but also can indirectly affect learning burnout through the partial mediating effect of resilience. The current study concludes that improving Tibetan students' resilience can weaken the negative effects of their sense of cultural alienation on their learning burnout.
Tibetan students who receive education in the hinterland middle school classes face the pressure of cultural and learning adaptation. Whether they can develop a good acculturation is the key to the successful school running model of hinterland middle schools for Tibetan students. The present study is aimed at exploring the mediating effect of resilience between those students' sense of cultural alienation and learning burnout. Questionnaire on the sense of cultural alienation, Resilience Scale for Chinese Adolescents(HKRA) and Adolescent Student Burnout Inventory(ASBI) are employed to investigate 435 Tibetan students. Results indicate that 1) their sense of cultural alienation and learning burnout are both below the average level which shows that their cultural and learning adaptation is not poor; 2) their sense of cultural alienation is significantly and negatively correlated with resilience, but positively correlated with learning burnout; and 3) their sense of cultural alienation can not only impose direct effects on learning burnout, but also can indirectly affect learning burnout through the partial mediating effect of resilience. The current study concludes that improving Tibetan students' resilience can weaken the negative effects of their sense of cultural alienation on their learning burnout.
引文
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[11] 贾晓波,高平.231名藏族中学生心理健康状况的调查研究[J].民族教育研究,2000(1):80-83.
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[19] 旦增卓玛,游旭群.内地西藏班学生文化疏离感与心理健康:心理韧性的中介效应[J].中国临床心理学杂志,2017(1):174-177.
[20] 胡月琴,甘怡群.青少年心理韧性量表的编制和效度验证[J].心理学报,2008(8):902-912.
[21] 方杰,张敏强,邱皓政.中介效应的检验方法和效果量测量:回顾与展望[J].心理发展与教育,2012(1):105-111.
[22] 刘曦,杨东.汉区少数民族学生文化疏离感研究[J].中国心理卫生杂志,2004(8):547-550.
[23] 王亚鹏.少数民族认同研究的现状[J].心理科学进展,2002(1):102-107.
[24] 王希恩.论中国少数民族传统文化现状及其走向[J].民族研究,2000(6):8-16+105.
[25] 巴登尼玛.文明的困惑——藏族教育之路[M].成都:四川民族出版社,2000.
[26] 马海林,罗平.藏族中学生问题行为状况调查与分析[J].西藏大学学报(社会科学版),2012(4):154-159.
[27] BERRY J W.Psychology of acculturation:Understanding individuals moving between cultures.In Brislin RW.(Eds.),Applied cross-cultural psychology(pp.177-182)[M].Newbury Park:Sage Publications,Inc,1990.
[28] 袁同凯,宵雪灵.基础教育中少数民族学生的文化适应问题研究——以内地Z中学新疆内高班为例[J].民族教育研究,2016(5):79-85.
[29] 孙进.文化适应问题研究:西方的理论与模型[J].北京师范大学学报(社会科学版),2010(5):45-52.
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[31] LAZURAS L,EISER J R,RODAFINOS A.Predicting Greek adolescents' intentions to smoke:a focus on normative processes [J].Health psychology,2009(28):770-778.
[32] 张丽艳.体育专业大学生学习压力与学习倦怠:心理弹性的中介效应[J].武汉体育学院学报,2013(10):95-100.
[33] 泰尔斯顿 D W.让学生都爱学习:激发学习动机的策略 [M].北京:中国轻工业出版社,2012.
[34] 许丽英.内地班多元文化教育的理念与实现路径[J].民族教育研究,2014(6):22-27.
[35] 张坤.我国儿童心理弹性研究的回顾与展望[J].华东师范大学学报(教育科学版),2015(4):58-64.
[2] 赵铭锡.内地西藏班学生文化适应对心理健康的影响[J].中国学校卫生,2012(2):207-209.
[3] 胡兴旺,蔡笑岳,吴睿明,李红,张志杰.白马藏族初中学生文化适应和智力水平的关系[J].心理学报,2005(4):497-501.
[4] 吴晓蓉.内地西藏班(校)学生文化适应状况调查分析——以成都西藏中学为例[J].中国藏学,2013(3):166-173.
[5] 严庆,宋遂周.民族教育异地办学模式中的学生跨文化学习困难及其应对——以内地西藏班、内地新疆班为例[J].民族教育研究,2006(2):64-68.
[6] 刘曦,杨东.汉区少数民族学生文化疏离感的理论建构及量表编制[J].中国临床心理学杂志,2005(2):141-143+146.
[7] 叶宝娟,杨强,董圣鸿.文化疏离感对汉区高校少数民族大学生幸福感的影响:应对方式的中介作用和文化智力的调节作用[J].心理科学,2017(1):76-82.
[8] SCHWARTZ S J,UNGER J B,ZAMBOANGA B L,et al.Developmental trajectories of acculturation:Links with family functioning and mental health in recent-immigrant hispanic adolescents[J].Child Development,2015(3):726-748.
[9] LANTOLF J P.Sociocultural theory and second language learning:Introduction to the special issue[M].London:Oxford University Press,2000:418-420.
[10] SAM D L,OPPEDAL B.Acculturation as a developmental pathway [J].Online readings in psychology & culture,2003(1).
[11] 贾晓波,高平.231名藏族中学生心理健康状况的调查研究[J].民族教育研究,2000(1):80-83.
[12] 白少双,严庆.过程的视角:内地西藏班办学效应研究[J].民族教育研究,2014(5):80-86.
[13] 北京西藏中学教科研小组.内地西藏班(校)高中生学习动机调查报告[J].民族教育研究,2008(2):62-68.
[14] 吴艳,戴晓阳,温忠麟,崔汉卿.青少年学习倦怠量表的编制[J].中国临床心理学杂志,2010(2):152-154.
[15] 席居哲,左志宏,WU Wei.心理韧性研究诸进路[J].心理科学进展,2012(9):1426-1447.
[16] KUMPFER K L.Factors and processes contributing to resilience:The resilience framework[A].In M.D.Glantz & J.L.Johnson(Eds.),Resilience and development:Positive life adaptations[C].New York:Kluwer Academic/Plenum Press,1999:179-224.
[17] BITSIKA V,SHARPLEY C F,BELL R.The buffering effect of resilience upon stress,anxiety and depression in parents of a child with an autism spectrum disorder [J].Journal of developmental and physical disabilities,2013(5):533-543.
[18] LOH M,KLUG J.Voice of migrant women:the mediating role of resilience on the relationship between acculturation and psychological distress [J].The Australian Community Psychologist,2012(2):59-78.
[19] 旦增卓玛,游旭群.内地西藏班学生文化疏离感与心理健康:心理韧性的中介效应[J].中国临床心理学杂志,2017(1):174-177.
[20] 胡月琴,甘怡群.青少年心理韧性量表的编制和效度验证[J].心理学报,2008(8):902-912.
[21] 方杰,张敏强,邱皓政.中介效应的检验方法和效果量测量:回顾与展望[J].心理发展与教育,2012(1):105-111.
[22] 刘曦,杨东.汉区少数民族学生文化疏离感研究[J].中国心理卫生杂志,2004(8):547-550.
[23] 王亚鹏.少数民族认同研究的现状[J].心理科学进展,2002(1):102-107.
[24] 王希恩.论中国少数民族传统文化现状及其走向[J].民族研究,2000(6):8-16+105.
[25] 巴登尼玛.文明的困惑——藏族教育之路[M].成都:四川民族出版社,2000.
[26] 马海林,罗平.藏族中学生问题行为状况调查与分析[J].西藏大学学报(社会科学版),2012(4):154-159.
[27] BERRY J W.Psychology of acculturation:Understanding individuals moving between cultures.In Brislin RW.(Eds.),Applied cross-cultural psychology(pp.177-182)[M].Newbury Park:Sage Publications,Inc,1990.
[28] 袁同凯,宵雪灵.基础教育中少数民族学生的文化适应问题研究——以内地Z中学新疆内高班为例[J].民族教育研究,2016(5):79-85.
[29] 孙进.文化适应问题研究:西方的理论与模型[J].北京师范大学学报(社会科学版),2010(5):45-52.
[30] BRONFENBRENNER U,MORRIS P A.The bioecological model of human development [A].In Eisenberg N,Fabes R A,Spinrad T L.(Eds.),Handbook of Child Psychology[C].Hoboken,NJ:John Wiley & Sons,2006:793-828.
[31] LAZURAS L,EISER J R,RODAFINOS A.Predicting Greek adolescents' intentions to smoke:a focus on normative processes [J].Health psychology,2009(28):770-778.
[32] 张丽艳.体育专业大学生学习压力与学习倦怠:心理弹性的中介效应[J].武汉体育学院学报,2013(10):95-100.
[33] 泰尔斯顿 D W.让学生都爱学习:激发学习动机的策略 [M].北京:中国轻工业出版社,2012.
[34] 许丽英.内地班多元文化教育的理念与实现路径[J].民族教育研究,2014(6):22-27.
[35] 张坤.我国儿童心理弹性研究的回顾与展望[J].华东师范大学学报(教育科学版),2015(4):58-64.