大学生品味对学业倦怠的影响:来自生态瞬时评估的证据
|
摘要
探讨生态瞬时评估法(EMA)在心理评估中应用的必要性以及大学生品味对学业倦怠的影响。采用品味信念量表和大学生学业倦怠量表对72名在校大学生进行持续17天的调查。结果表明(1)两种测量方式下品味信念问卷总分间相关系数在0.55-0.88之间,学业倦怠量表总分间相关系数在0.66-0.87之间;(2)大学生每日品味显著负向影响当天学业倦怠,在品味的三个维度中,每日期待未来、品味当下对当天学业倦怠具有显著的负向预测作用,而每日回忆过去对当天学业倦怠的预测作用不显著。因此,EMA在心理评估中的应用有其必要性;大学生的品味水平与学业倦怠关系密切,期待未来与品味当下可以作为大学生学业倦怠干预的有效切入点。
Objective In order to investigate the necessity of the application of the ecological momentary assessment method(EMA)in psychological assessment and the influence of college student's taste on academic burnout.Methods 72 college students were used once a day using the Taste Faith Scale and the University Student Academic Burnout Scale in the survey of 17 days.Results(1)The correlation coefficient between memory-based taste belief questionnaire score and EMA-based taste belief questionnaire total score were between 0.55 and 0.88.The total score of college students' schoolwork burnout based on recall and EMA-based college student burnout The correlation coefficient between scale scores were between 0.66 and 0.87,and with the passage of time,the correlation coefficient between the two groups gradually increased;(2)University students' daily taste significantly negatively affected the academic burnout day,in the three dimensions of taste,daily expectations of the future and taste today had a significant negative predictive effect on academic burnout on that day.However,the daily recollection had no significant effect on the prediction of school burnout of the day.Conclusion It can be seen that the application of EMA in psychological assessment is necessary.The level of college students' savoring is closely related to academic burnout,anticipating and savoring the moment can be effective entry points for college students' academic burnout intervention.
Objective In order to investigate the necessity of the application of the ecological momentary assessment method(EMA)in psychological assessment and the influence of college student's taste on academic burnout.Methods 72 college students were used once a day using the Taste Faith Scale and the University Student Academic Burnout Scale in the survey of 17 days.Results(1)The correlation coefficient between memory-based taste belief questionnaire score and EMA-based taste belief questionnaire total score were between 0.55 and 0.88.The total score of college students' schoolwork burnout based on recall and EMA-based college student burnout The correlation coefficient between scale scores were between 0.66 and 0.87,and with the passage of time,the correlation coefficient between the two groups gradually increased;(2)University students' daily taste significantly negatively affected the academic burnout day,in the three dimensions of taste,daily expectations of the future and taste today had a significant negative predictive effect on academic burnout on that day.However,the daily recollection had no significant effect on the prediction of school burnout of the day.Conclusion It can be seen that the application of EMA in psychological assessment is necessary.The level of college students' savoring is closely related to academic burnout,anticipating and savoring the moment can be effective entry points for college students' academic burnout intervention.
引文
[1]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[J].心理学报,2005(5):632-636.
[2]连榕,杨丽娴.大学生专业承诺、学习倦怠的状况及其关系[J].心理科学,2006(1):47-51.
[3]霍静静,王潇婕,邹昌浪,等.农村初中生学业自我效能感、学习倦怠对学业成绩的影响[J].保健医学研究与实践,2017(6):10-14.
[4]徐明津,杨新国,吴柑澜,等.大学生应对方式、学习倦怠与学业拖延的关系[J].中国健康心理学杂志,2015(2):243-245.
[5]张慕文,韦磐石.大学生学业倦怠与主观幸福感的相关研究[J].兴义民族师范学院学报,2014(4):74-78.
[6]单超,王岩,刘兴华.大学生学习倦怠与主观幸福感的状况及其关系[J].中国健康心理学杂志,2010(8):951-954.
[7]梁家凤,李炳全.大学生生命意义感、社会性无聊感与学习倦怠的相关性[J].中国健康心理学杂志,2017(2):222-226.
[8]任莹.大学生心理资本、学习动机与学业倦怠之间的关系研究[D].长沙:湖南师范大学,2015.
[9]郭秀琴.大学生学业倦怠的影响因素及干预研究[D].太原:山西医科大学,2016.
[10]郭丁荣,任俊,张振新,Bryant F B.品味:主动用心地感受积极体验[J].心理科学进展,2013(7):1262-1271.
[11]Bryant,Fred.Savoring Beliefs Inventory(SBI):A scale for measuring beliefs about savouring[J].Journal of Mental Health,2003(2):175-196.
[12]Chadwick,E.D.The structure of adolescent and adult savoring and its relationship to feeling good and functioning well[D].Wellington:Unpublished doctorial dissertation,2012.
[13]张信用,汴小华.大学生学习倦怠与健康坚韧性的关系[J].中国临床心理学杂志,2008(5):547-548.
[14]杨丹,梁三才,吴海梅.大学生成就动机与学习倦怠的关系:希望的中介作用[J].中国健康心理学杂志,2016(2):255-259.
[15]宋雨卿,罗增让.大学生学习倦怠与学习成就归因、学业自我效能感的关系[J].中国健康心理学杂志,2018(1):124-127.
[16]李彩超、陈昕、刘慧晨、朱洁玉.大学生学习倦怠特点及其与社会支持、自我价值感的关系[J].中国健康心理学杂志,2014(11):1730-1732.
[17]时金献,谭亚梅.大学生学习倦怠与外显自尊、内因自尊的相关性研究[J].心理科学,2008(3):736-737.
[18]王小新,苗晶晶.大学生学业自我效能感、自尊与学习倦怠关系研究[J].东北师范大学学报:哲学社会科学版,2012(2):192-196.
[19]Fahrenberg J,Myrtek M,Pawlik K,et al.Ambulatory Assessment-Monitoring Behavior in Daily Life Settings[J].European Journal of Psychological Assessment,2007(4):206-213.
[20]郭天满.大学生品味、自尊与主观幸福感的关系研究[D].开封:河南大学,2014.
[21]方杰,邱皓政,张敏强,方路.我国近十年来心理学研究中HLM方法的应用述评[J].心理科学,2013(5):1194-1200.
[22]Stone AA,Schwartz JE,Neale JM,Shiffman S,Marco CA,Hickcox M,Paty J,Porter LS,Cruise LJ.A comparison of coping assessed by ecologic momentary assessment and retrospective recall[J].J Pers Soc Psychol,1998(6):1670-1680.
[23]Brant F B,Veroff J.Savoring:A new model of positive experience[M].Mahwah NL:Lawrence,Erlbaum Associates,2007:43.
[24]Ritchie T D,Bryant F B.Positive state mindfulness:Amultidimensional model of mindfulness in relation to positive experience[J].International Journal of Wellbeing,2012(3):150-181.
[25]Quoidbach J,Wood A M,Hansenne M.Back to the future:The effect of daily practice of mental time travel into the future on happiness and anxiety.[J].Journal of Positive Psychology,2009(5):349-355.
[26]苗元江,潘琼翼,朱晓红.品味:积极心理学新视角[J].中小学心理健康教育,2012(12):4-7.
[2]连榕,杨丽娴.大学生专业承诺、学习倦怠的状况及其关系[J].心理科学,2006(1):47-51.
[3]霍静静,王潇婕,邹昌浪,等.农村初中生学业自我效能感、学习倦怠对学业成绩的影响[J].保健医学研究与实践,2017(6):10-14.
[4]徐明津,杨新国,吴柑澜,等.大学生应对方式、学习倦怠与学业拖延的关系[J].中国健康心理学杂志,2015(2):243-245.
[5]张慕文,韦磐石.大学生学业倦怠与主观幸福感的相关研究[J].兴义民族师范学院学报,2014(4):74-78.
[6]单超,王岩,刘兴华.大学生学习倦怠与主观幸福感的状况及其关系[J].中国健康心理学杂志,2010(8):951-954.
[7]梁家凤,李炳全.大学生生命意义感、社会性无聊感与学习倦怠的相关性[J].中国健康心理学杂志,2017(2):222-226.
[8]任莹.大学生心理资本、学习动机与学业倦怠之间的关系研究[D].长沙:湖南师范大学,2015.
[9]郭秀琴.大学生学业倦怠的影响因素及干预研究[D].太原:山西医科大学,2016.
[10]郭丁荣,任俊,张振新,Bryant F B.品味:主动用心地感受积极体验[J].心理科学进展,2013(7):1262-1271.
[11]Bryant,Fred.Savoring Beliefs Inventory(SBI):A scale for measuring beliefs about savouring[J].Journal of Mental Health,2003(2):175-196.
[12]Chadwick,E.D.The structure of adolescent and adult savoring and its relationship to feeling good and functioning well[D].Wellington:Unpublished doctorial dissertation,2012.
[13]张信用,汴小华.大学生学习倦怠与健康坚韧性的关系[J].中国临床心理学杂志,2008(5):547-548.
[14]杨丹,梁三才,吴海梅.大学生成就动机与学习倦怠的关系:希望的中介作用[J].中国健康心理学杂志,2016(2):255-259.
[15]宋雨卿,罗增让.大学生学习倦怠与学习成就归因、学业自我效能感的关系[J].中国健康心理学杂志,2018(1):124-127.
[16]李彩超、陈昕、刘慧晨、朱洁玉.大学生学习倦怠特点及其与社会支持、自我价值感的关系[J].中国健康心理学杂志,2014(11):1730-1732.
[17]时金献,谭亚梅.大学生学习倦怠与外显自尊、内因自尊的相关性研究[J].心理科学,2008(3):736-737.
[18]王小新,苗晶晶.大学生学业自我效能感、自尊与学习倦怠关系研究[J].东北师范大学学报:哲学社会科学版,2012(2):192-196.
[19]Fahrenberg J,Myrtek M,Pawlik K,et al.Ambulatory Assessment-Monitoring Behavior in Daily Life Settings[J].European Journal of Psychological Assessment,2007(4):206-213.
[20]郭天满.大学生品味、自尊与主观幸福感的关系研究[D].开封:河南大学,2014.
[21]方杰,邱皓政,张敏强,方路.我国近十年来心理学研究中HLM方法的应用述评[J].心理科学,2013(5):1194-1200.
[22]Stone AA,Schwartz JE,Neale JM,Shiffman S,Marco CA,Hickcox M,Paty J,Porter LS,Cruise LJ.A comparison of coping assessed by ecologic momentary assessment and retrospective recall[J].J Pers Soc Psychol,1998(6):1670-1680.
[23]Brant F B,Veroff J.Savoring:A new model of positive experience[M].Mahwah NL:Lawrence,Erlbaum Associates,2007:43.
[24]Ritchie T D,Bryant F B.Positive state mindfulness:Amultidimensional model of mindfulness in relation to positive experience[J].International Journal of Wellbeing,2012(3):150-181.
[25]Quoidbach J,Wood A M,Hansenne M.Back to the future:The effect of daily practice of mental time travel into the future on happiness and anxiety.[J].Journal of Positive Psychology,2009(5):349-355.
[26]苗元江,潘琼翼,朱晓红.品味:积极心理学新视角[J].中小学心理健康教育,2012(12):4-7.