大学生心理资本、学业支持感知与学业倦怠关系研究
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摘要
伴随着现代社会的飞速发展,社会竞争和工作压力愈演愈烈,员工的工作倦怠现象已经引起了组织管理层和众多学者的关注,然而在高校大学生群体中,由于学习竞争激烈、高付出低回报、缺乏支持等原因,很多学生同样出现了竞争意识不强和学习态度不积极等倦怠的现象。有关大学生学业倦怠的实证研究,大部分都来自国外,而国内对于学业倦怠的研究,大部分还是以文献综述为主,实证研究较少且多见现状分析和应对风格等方面的研究,这对改善我国大学生学业倦怠的现状不利。
本文通过对以往企业情境下有关工作倦怠实证研究的回顾,发现组织支持感知对于员工工作倦怠有着负向影响的作用；结合对大学生学业倦怠已有文献的分析,发现对学业倦怠起到重要影响作用的两个因素：自我效能感和乐观土义,都是心理资本的重要维度。因而提出大学生心理资本与学业支持感知和学业倦怠有着负相关关系的假设,并且以北京5所高校不同专业的干余名学生为研究对象,选用合适的量表,通过发放调查问卷回收数据,深入了解目前高校大学生的心理资本、学业支持感知和学业倦怠现状,采用SPSS统计软件,运用多种统计分析方法进行数据分析和假设检验,得出的结论如一下：
1.不同学生的个人属性,对其心理资本、学业支持感知和学业倦怠有显著性差异；
2.学业支持感知与心理资本具有显著正相关关系；
3.心理资本与学业倦怠具有显著负相关关系；
4.学业支持感知与学业倦怠具有显著负相关关系；
5.在学业支持感知对学业倦怠的影响中,心理资本起到了中介的作用,其中对情绪低落起到完全中介作用,对行为不当和成就感低起到部分中介作用。
最后,针对研究结果,从心理资本和学业支持感知两方面对改善大学生学业倦怠提出一系列建议,对改善大学生学业倦怠现状具有重要的现实指导意义。
With the rapid development of the modern society and the social competition and work pressure intensified, employee burnout phenomenon has drawn more and more attentions of the organization's managers and scholars. However, for the reasons like competitive learning, high pay low returns, lack of support, in the group of college students, many of them also experienced learning burnout, show out weak sense of competition and negative study attitude and so on. Most empirical study about learning burnout are from abroad and domestic study of learning burnout are mainly literature reviews. We don't have a lot of domestic empirical study and most of them are about situation analysis and coping style. This situation is no good for improve our college students' learning burnout.
Through the review of previous related documents and empirical research about working burnout, and combine with the analysis of the literature on learning burnout, we found that organizational support perception has a negative impact on working burnout, and we also found the two factors which play important effect on learning burnout:self-efficacy and optimism are two important dimensions of psychological capital. Therefore we proposed the assumption that psychological capital and Perception of academic support have a negative impact on learning burnout. In order to understand the status of the students' psychological capital, Perception of academic support and learning burnout at present, we random select thousand students from5universities in Beijing as the research object and choose the right scale about psychological capital, Perception of academic support and learning burnout, and recovery of data through the issuance of questionnaires. At the same time, Using SPSS statistical software analyze the data and test the hypothesis. The conclusion is as follows:
1. Different student personal attributes lead to its psychological capital, perception of academic support, learning burnout in different.
2. Psychological capital and perception of academic support has a significant positive correlation.
3. Psychological capital and learning burnout has a significant negative correlation.
4. Perception of academic support and learning burnout has a significant negative correlation.
5. Psychological capital plays mediated role between perception of academic support and learning burnout. Psychological capital plays full mediated role between perception of academic support and emotional exhaustion, and plays partially mediated role between perception of academic support and depersonalization and lack of personal accomplishment.
In the end, according to the results, forward several suggestions from psychological capital and Perception of academic support two aspects to improve the situation of student learning burnout.
本文通过对以往企业情境下有关工作倦怠实证研究的回顾,发现组织支持感知对于员工工作倦怠有着负向影响的作用；结合对大学生学业倦怠已有文献的分析,发现对学业倦怠起到重要影响作用的两个因素：自我效能感和乐观土义,都是心理资本的重要维度。因而提出大学生心理资本与学业支持感知和学业倦怠有着负相关关系的假设,并且以北京5所高校不同专业的干余名学生为研究对象,选用合适的量表,通过发放调查问卷回收数据,深入了解目前高校大学生的心理资本、学业支持感知和学业倦怠现状,采用SPSS统计软件,运用多种统计分析方法进行数据分析和假设检验,得出的结论如一下：
1.不同学生的个人属性,对其心理资本、学业支持感知和学业倦怠有显著性差异；
2.学业支持感知与心理资本具有显著正相关关系；
3.心理资本与学业倦怠具有显著负相关关系；
4.学业支持感知与学业倦怠具有显著负相关关系；
5.在学业支持感知对学业倦怠的影响中,心理资本起到了中介的作用,其中对情绪低落起到完全中介作用,对行为不当和成就感低起到部分中介作用。
最后,针对研究结果,从心理资本和学业支持感知两方面对改善大学生学业倦怠提出一系列建议,对改善大学生学业倦怠现状具有重要的现实指导意义。
With the rapid development of the modern society and the social competition and work pressure intensified, employee burnout phenomenon has drawn more and more attentions of the organization's managers and scholars. However, for the reasons like competitive learning, high pay low returns, lack of support, in the group of college students, many of them also experienced learning burnout, show out weak sense of competition and negative study attitude and so on. Most empirical study about learning burnout are from abroad and domestic study of learning burnout are mainly literature reviews. We don't have a lot of domestic empirical study and most of them are about situation analysis and coping style. This situation is no good for improve our college students' learning burnout.
Through the review of previous related documents and empirical research about working burnout, and combine with the analysis of the literature on learning burnout, we found that organizational support perception has a negative impact on working burnout, and we also found the two factors which play important effect on learning burnout:self-efficacy and optimism are two important dimensions of psychological capital. Therefore we proposed the assumption that psychological capital and Perception of academic support have a negative impact on learning burnout. In order to understand the status of the students' psychological capital, Perception of academic support and learning burnout at present, we random select thousand students from5universities in Beijing as the research object and choose the right scale about psychological capital, Perception of academic support and learning burnout, and recovery of data through the issuance of questionnaires. At the same time, Using SPSS statistical software analyze the data and test the hypothesis. The conclusion is as follows:
1. Different student personal attributes lead to its psychological capital, perception of academic support, learning burnout in different.
2. Psychological capital and perception of academic support has a significant positive correlation.
3. Psychological capital and learning burnout has a significant negative correlation.
4. Perception of academic support and learning burnout has a significant negative correlation.
5. Psychological capital plays mediated role between perception of academic support and learning burnout. Psychological capital plays full mediated role between perception of academic support and emotional exhaustion, and plays partially mediated role between perception of academic support and depersonalization and lack of personal accomplishment.
In the end, according to the results, forward several suggestions from psychological capital and Perception of academic support two aspects to improve the situation of student learning burnout.
引文
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[1]白璐.张琳琳.庞宇佳.张亮.核工业企业员工心理资本与工作倦怠的关系研究[J].现代商业.2010.7：106-107
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[3]陈桂兰.心理资本视角下贫困大学生心理健康教育探讨[J].中国成人教育,2008(9)：38-39.
[4]程陶.李纳娜.桑轲.硕士研究生学业倦怠、专业承诺的状况及其关系[J].心理研究.2008年02期.
[5]甘怡群.奚庄庄等.核心自我评价预测学业倦怠的新成分：集体自尊[J].北京大学学报.vo143.5.
[6]郝云宏,李文川.企业员工组织支持感知、心理资本与员工敬业度的关系研究[J].农业经济问题.2011年09期.
[7]胡冬梅.组织支持感与工作满意度、职业倦怠的关系研究[J].职业时空.2007.(11).
[8]柯江林.孙健敏.李永瑞.心理资本：本土量表的开发及中西比较[J].心理学报.2009,41(9)：875-888.
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[12]凌文辁,杨海军,方俐洛.企业员工的组织支持感[J].心理学报,2006年第38期.
[13]刘新荣.基于组织支持理论的高校教师职业倦怠应对研究[J].中国劳动关系学院学报,2007年第8期.
[14]鲁正火等.高师学生的学习倦怠分析[J].高等师范教育研究.1994.1：31-33.
[15]马利军,黎建斌,大学生核心自我评价、学业倦怠对厌学现象的影响[J].心理发展与教育.2009年03期.
[16]潘清泉,周宗奎.贫困大学生心理资本、应归方式与心理健康的关系[J].中国健康心理学杂志.2009.19,(07).
[17]裴改改,李文东,张建新等.控制感、组织支持感及工作倦怠与武警警官心理健康的结构方程模型研究[J].中国临床心理学杂志,2009年第1期.
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[19]全莉娟等.大学生学业倦怠研究[J].卫生软科学,2008,22(5).383.
[20]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策.2012,21：106-109.
[21]唐文清,范会勇.大学生学习倦怠及其对策[J].南方论刊,2007,5.
[22]田喜洲.我国企业员_工心理资本结构研究[J].中国地质大学学报(社会科学版).2009.1(1)
[23]王黎华,徐长江.组织支持感对中小学教师幸福感与工作倦怠的影响[J].中国临床心理学杂志.2008年第6期.
[24]魏萍等.大学生应对方式、情感体验与学业倦怠的关系[J].中国临床心理学杂志.2008, 16(5)：549.
[25]温忠麟等.中介效应检验程序及其应用[J].心理学报.2004.36(5)：614-620.
[26]谢旭慧,孙营.高校女特困生的心态特征与心理资本富足[J].黑龙江高教教研究,2004,12(128)：50-51.
[27]许百华,张兴国.组织支持感研究进展[J].应用心理学.2005.11(4)：325-329
[28]许晓峰、车宏生、林绚晖等.组织支持理论及其研究[J].心理科学.2005年第28期
[29]许有云.大学生学习倦怠及其与应对风格的关系[J].中国健康心理学杂志.2007,(3)：243-245
[30]杨惠贞.影响资管学生学习倦怠及计算机学习成效因素之研究[D].国立中央大学.1998.7.
[31]杨丽娴.当前大学生学习倦怠状况及其—与专业承诺关系的研究[D],福建师范大学硕上学位论文.2004.
[32]张信勇,卞小华.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年05期.
[33]赵简,张西超.工作压力与工作倦怠的关系——心理资本的调节作用[J].河南师范大学学报.Vol38.No.3
[34]仲理峰.心理资本对员工的工作绩效、组织承诺及组织公民行为的影响[J].心理学报.2007,39(2)：328-334.
[35]Eisenberger. R., Huntington, R., Hutchison, S.,& Sowa, D. Perceived organizational support [J].Journal of Applied Psychology,1986,71:500-507
[36]Densten, I. L. Re-thinking burnout [J]. Journal of Organizational Behavior,2001,22(8):833-847
[37]Fred Luthans, Carolyn M. Youssef. Human social and now positive psychological capital management:investing in people for competitive advantage [J].Organizational dynamics,2004, 33(2):143-160.
[38]Fred Luthans, Kyle W. Luthan Brett, C. Luthans. Positive psychological capital:Beyond human and social capital[J].Business Horizons,2004,47(1):45-50.
[39]Fred Luthans, Bruce J. Avolio, Fred O. Walumbwa & Weixing Li. The psychological capital of Chinese workers:exploring the relationship with performance[J].Management and organization review,2005,2:249-271.
[40]Fred Luthans, Bruce J. Avolio, James B. Avey, Steven M. Norman. Positive psychological capital: measurement and relationship with performance and satisfaction[J].personnel psychology,2007, (60):541-572.
[41]Fred Luthans, James B. Avey, Jaime L. Patera. Experimental analysis of a web- based training intervention to develop positive psychological capital [J],Academy of management learning & education,2008,7 (2):209-221.
[42]Fred Luthans, Steven M. Norman, Bruce J. Avolio, James B. Avey.The mediating role of psychological capital in the supportive organizational climate-employee performance relationship[J]. Journal of organizational behavior,2008,(29):219-238.
[43]Gold,Y., Bachelor,P.& Micheal, W. B. The dimensionality of a modified form of the Maslach burnout inventory for university students in a teacher-training program[J].Educational and Psychological Measurement,1989,49.
[44]Jacobs S R, Dodd D K. Student burnout as a function of personality social support, and workload[J]. Journal of College Student Development,2007,44(3):291-303.
[45]James B. Avey, Jaime L. Patera, Bradley J. West. The implications of positive psychological capital on employee absenteeism [J] Journal of leadership and organizational studies,2006,13 (2):42-60.
[46]Martin E.P. Seligman. Positive Psychology:An Introduction[J].American Psychologist,2000, (55):5-14.
[47]Maslach C, Leiter M.P. The Truth about Burnout[M].San Francisco CA:Jossey-Bass Publishers,1997:7-12.
[48]Meyer J P,Allen N J.A Three-Component Conceptualization of Organazational Commitment[J].Human Resource Management Review.1991.1(1):61-89
[49]Milan Larson, Fred Luthans. Potential added value of psychological capital in predicting work attitudes [J]. Journal of leadership and organizational studies,2006,13, (2):75-92.
[50]O' Driscoll, M. P., Randall, D. M.. Perceived Organizational Support, Satisfaction with Rewards, and Employee Job Involvement and Organizational Commitment[J]. Applied Psychology,1999, 48(2):197-209.
[51]Pines A, Aronson E, Kafry. Burnout:From Tedium to Personal Growth[J], Free Press, New York. 1981.
[52]Sheldon K M, King L. Why positive psychology is necessary [J]. American Psychologist,2001, 56(3):216-217.
[53]Yang H J, Farn CK. An investigation the factors affecting MIS student burnout in technical vocational college[J]. Computers in Human Behavior,2005,21(6):917-933.
[2]杨丽娴.当前大学生学习倦怠状况及其与专业承诺关系的研究[D],福建师范大学硕士学位论文.2004.
[3]许有云.大学生学习倦怠及其与应对风格的关系[J].中国健康心理学杂志,2007,(3)：243-245.
[4]连榕,杨丽娴,吴兰花.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.
[5]Maslach C, Leiter M.P. The Truth about Bumout[M].San Francisco, CA:Jossey-Bass Publishers,1997:7-12.
[6]Fred Luthans, CarolynM.Youssef.Human,social,and now positive psychological capital management:investing in people for competitive advantage [J].Organizational dynamics,2004,33(2):143-160.
[7]Fred Luthans, Bruce J. Avolio Fred. Maslach C, Leiter M.P. The Truth about Burnout[M].San Francisco,CA:Jossey-Bass Publishers,1997:7-12.
[6]Fred Luthans, Carolyn M. Youssef. Human social and now positive psychological capital management:investing in people for competitive advantage [J].Organizational dynamics,2004,33(2):143-160.
[7]Fred Luthans, Bruce J. Avolio Fred O. Walumbwa & Weixing Li. The psychological capital of Chinese workers: exploring the relationship with performance[J].Management and organization review,2005,12:249-271.
[8]Fred Luthans, Bruce J. Avolio, James B. Avey, Steven M. Norman. Positive psychological capital:measurement and relationship with performance and satisfaction[J].personnel psychology,2007,(60):541-572.
[9]肖雯,李林英.大学生心理资本问卷的初步编制[J].中国临床心理学杂志[J].2010,18(6).
[10]Fred Luthans, Kyle,W Luthan. Brett C. Luthans. Positive psychological capital:Beyond human and social capital[J]. Business Horizons.2004,47(1):45-50.
[11]Fred Luthans, Bruce J. Avolio, James B. Avey, Steven M. Norman. Positive psychological capital:measurement and relationship with performance and satisfaction[J], personnel psychology,2007, (60):541-572.
[12]James B. Avey, Jaime L. Patera, Bradley J. West. The implications of positive psychological capital on employee absenteeism [J].Journal ofleadership and organizational srudies,2006,13(2):42-60.
[13] Fred Luthans, James B. Avey, Jaime L. Patera. Experimental analysis of a web-based training intervention to develop positive psychological capital[J]. Academy of management learning & education,2008,7(2):209-221.
[14]Milan Larson, Fred Luthans. Potential added value of psychological capital in predicting work attitudes [J]. Journal of leadership and organizational studies,2006,13,(2):75-92.
[14]柯江林,孙健敏,李永瑞.心理资本：本土量表的开发及中西比较[J].心理学报.2009.41(9)：875-888.
[15]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策.2012,21：106-109.
[17]Eisenberger, R., Huntington, R., Hutchison, S.& Sowa, D. Perceived organizational support [J].Journal of Applied Psychology,1986,71:500-507.
[18]凌文辁,杨海军,方俐洛.企业员工的组织支持感[J],心理学报,2006年第38期.
[19]Eisenberger, R., Huntington, R., Hutchison, S.,& Sowa, D. Perceived organizational support [J].Journal of Applied Psychology,1986,71:500-507.
[20]Eisenberger, R., Huntington, R., Hutchison, S.. Organizational Support[J]. Journal of Applied Psychology,2002,71: 500-507.
[21]凌文辁,杨海军,方俐洛.企业员工的组织支持感[J].心理学报.2006年第38期.
[22]白璐,张琳琳,庞宇佳,张亮.核工业企业员工心理资本与工作倦怠的关系研究[J].现代商业.2010.7：106-107.
[23]赵简.张西超工作压力与工作倦怠的关系—心理资本的调节作用[J].河南师范大学学报.vol.38.No.3.
[24]Meyer J P, Allen N J. A Three-Component Conceptualization of Organazational Commitment[J].Human Resource Management Review.1991.1(1):61-89.
[25]O'Driscoll, M. P., Randall, D. M., Perceived Organizational Support, Satisfaction with Rewards, and Employee Job Involvement and Organizational Commitment[J]. Applied Psychology,1999,48(2):197-209.
[26]许百华,张兴国.组织支持感研究进展[J].应用心理学.2005.11(4)：325-329.
[27]曹雨平.减轻高校教师职业倦怠的组织支持[J],经济管理,2005年第21期.
[28]刘新荣.基于组织支持理论的高校教师职业倦怠应对研究[J],中国劳动关系学院学报,2007年第8期.
[29]王黎华,徐长江.组织支持感对中小学教师幸福感与工作倦怠的影响[J],中国临床心理学杂志,2008年第6期.
[30]裴改改,李文东,张建新等.控制感、组织支持感及工作倦怠与武警警官心理健康的结构方程模型研究[J],中国临床心理学杂志,2009年第1期.
[31]胡冬梅.组织支持感与工作满意度、职业倦怠的关系研究[J].职业时空.2007.(11).
[32]郝云宏,李文川.企业员工组织支持感知、心理资本与员工敬业度的关系研究[J]；农业经济问题；2011年09期.
[33]田喜洲.我国企业员工心理资本结构研究[J].中国地质大学学报(社会科学版).2009.1(1)
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[35]杨惠贞.影响资管学生学习倦怠及计算机学习成效因素之研究[D].国立“中央大学”,1998.7.
[36]全莉娟等.大学生学业倦怠研究[J].卫生软科学,2008,22(5).383.
[37]谢旭慧,孙营.高校女特困生的心态特征与心理资本富足[J].黑龙江高教研究,2004,12(128)：50-51.
[38]潘清泉,周宗奎.贫困大学生心理资本、应归方式与心理健康的关系[J].中国健康心理学杂志.2009.19,(07).
[39]陈桂兰.心理资本视角下贫困大学生心理健康教育探讨[J].中国成人教育,2008(9)：38-39.
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[41]程陶,李纳娜,桑轲.硕十研究生学业倦怠、专业承诺的状况及其关系[J].心理研究.2008年02期.
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[43]鲁正火等.高师学生的学习倦怠分析[J].高等师范教育研究.1994.1：31-33.
[44]Gold,Y.,Bachelor,P.,& Micheal, W.B. The dimensionality of a modified form of the Maslach burnout inventory for university students in a teacher-training program[J].Educational and Psychological Measurement,1989,49.
[45]张信勇,卞小华.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年05期.
[47]许有云.大学生学习倦怠及其与应对风格的关系[J].中国健康心理学杂志,2007,(3)：243-245.
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[50]Yang H J, Farn CK. An investigation the factors affecting MIS student burnout in technical-vocational college[J], Computers in Human Behavior,2005,21(6):917-933.
[51]Jacobs S R, Dodd D K. Student burnout as a function of personality social support, and workload[J]. Journal of College Student Development,2007,44(3):291-303.
[52]魏萍等.大学生应对方式、情感体验与学业倦怠的关系[J].中国临床心理学杂志,2008,16(5)：549.
[53]Jacobs S R, Dodd D K. Student burnout as a function of personality social support, and workload[J].Journal of College Student Development,2007,44(3):291-303.
[54]Fred Luthans, Steven M. Norman, Bruce J. Avolio, James B. Avey. The mediating role of psychological capital in the supportive organizational climate-employee performance relationship[J].Journal of organizational behavior, 2008,(29):219-238.
[55]Densten, I. L. Re-thinking burnout [J]. Journal of Organizational Behavior,2001,22(8):833-847.
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[58]田喜洲.我国企业员工心理资本结构研究[J].中国地质大学学报(社会科学版).2009.1(1).
[59]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策.2012,21：106-109.
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[50]温忠麟等,中介效应检验程序及其应用[J]，心理学报,2004,36(5)：614-620.
[1]白璐.张琳琳.庞宇佳.张亮.核工业企业员工心理资本与工作倦怠的关系研究[J].现代商业.2010.7：106-107
[2]曹雨平.减轻高校教师职业倦怠的组织支持[J].经济管理.2005(21).
[3]陈桂兰.心理资本视角下贫困大学生心理健康教育探讨[J].中国成人教育,2008(9)：38-39.
[4]程陶.李纳娜.桑轲.硕士研究生学业倦怠、专业承诺的状况及其关系[J].心理研究.2008年02期.
[5]甘怡群.奚庄庄等.核心自我评价预测学业倦怠的新成分：集体自尊[J].北京大学学报.vo143.5.
[6]郝云宏,李文川.企业员工组织支持感知、心理资本与员工敬业度的关系研究[J].农业经济问题.2011年09期.
[7]胡冬梅.组织支持感与工作满意度、职业倦怠的关系研究[J].职业时空.2007.(11).
[8]柯江林.孙健敏.李永瑞.心理资本：本土量表的开发及中西比较[J].心理学报.2009,41(9)：875-888.
[9]李超平译Luthans F. Youssef C. Avolio B J心理资本—打造人的竞争优势[M].北京：中国轻工业出版社,2007.
[10]李林英,肖雯.大学生心理资本问卷的初步编制[J].中国临床心理学杂志,2010,18(6).
[11]连榕,杨丽娴,吴兰花.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.
[12]凌文辁,杨海军,方俐洛.企业员工的组织支持感[J].心理学报,2006年第38期.
[13]刘新荣.基于组织支持理论的高校教师职业倦怠应对研究[J].中国劳动关系学院学报,2007年第8期.
[14]鲁正火等.高师学生的学习倦怠分析[J].高等师范教育研究.1994.1：31-33.
[15]马利军,黎建斌,大学生核心自我评价、学业倦怠对厌学现象的影响[J].心理发展与教育.2009年03期.
[16]潘清泉,周宗奎.贫困大学生心理资本、应归方式与心理健康的关系[J].中国健康心理学杂志.2009.19,(07).
[17]裴改改,李文东,张建新等.控制感、组织支持感及工作倦怠与武警警官心理健康的结构方程模型研究[J].中国临床心理学杂志,2009年第1期.
[18]强麟.组织承诺、心理资本与工作绩效关系研究[D].天津师范大学.2009.
[19]全莉娟等.大学生学业倦怠研究[J].卫生软科学,2008,22(5).383.
[20]宋洪峰,茅天玮.心理资本量表在大学生群体中的修订与信效度检验[J].统计与决策.2012,21：106-109.
[21]唐文清,范会勇.大学生学习倦怠及其对策[J].南方论刊,2007,5.
[22]田喜洲.我国企业员_工心理资本结构研究[J].中国地质大学学报(社会科学版).2009.1(1)
[23]王黎华,徐长江.组织支持感对中小学教师幸福感与工作倦怠的影响[J].中国临床心理学杂志.2008年第6期.
[24]魏萍等.大学生应对方式、情感体验与学业倦怠的关系[J].中国临床心理学杂志.2008, 16(5)：549.
[25]温忠麟等.中介效应检验程序及其应用[J].心理学报.2004.36(5)：614-620.
[26]谢旭慧,孙营.高校女特困生的心态特征与心理资本富足[J].黑龙江高教教研究,2004,12(128)：50-51.
[27]许百华,张兴国.组织支持感研究进展[J].应用心理学.2005.11(4)：325-329
[28]许晓峰、车宏生、林绚晖等.组织支持理论及其研究[J].心理科学.2005年第28期
[29]许有云.大学生学习倦怠及其与应对风格的关系[J].中国健康心理学杂志.2007,(3)：243-245
[30]杨惠贞.影响资管学生学习倦怠及计算机学习成效因素之研究[D].国立中央大学.1998.7.
[31]杨丽娴.当前大学生学习倦怠状况及其—与专业承诺关系的研究[D],福建师范大学硕上学位论文.2004.
[32]张信勇,卞小华.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年05期.
[33]赵简,张西超.工作压力与工作倦怠的关系——心理资本的调节作用[J].河南师范大学学报.Vol38.No.3
[34]仲理峰.心理资本对员工的工作绩效、组织承诺及组织公民行为的影响[J].心理学报.2007,39(2)：328-334.
[35]Eisenberger. R., Huntington, R., Hutchison, S.,& Sowa, D. Perceived organizational support [J].Journal of Applied Psychology,1986,71:500-507
[36]Densten, I. L. Re-thinking burnout [J]. Journal of Organizational Behavior,2001,22(8):833-847
[37]Fred Luthans, Carolyn M. Youssef. Human social and now positive psychological capital management:investing in people for competitive advantage [J].Organizational dynamics,2004, 33(2):143-160.
[38]Fred Luthans, Kyle W. Luthan Brett, C. Luthans. Positive psychological capital:Beyond human and social capital[J].Business Horizons,2004,47(1):45-50.
[39]Fred Luthans, Bruce J. Avolio, Fred O. Walumbwa & Weixing Li. The psychological capital of Chinese workers:exploring the relationship with performance[J].Management and organization review,2005,2:249-271.
[40]Fred Luthans, Bruce J. Avolio, James B. Avey, Steven M. Norman. Positive psychological capital: measurement and relationship with performance and satisfaction[J].personnel psychology,2007, (60):541-572.
[41]Fred Luthans, James B. Avey, Jaime L. Patera. Experimental analysis of a web- based training intervention to develop positive psychological capital [J],Academy of management learning & education,2008,7 (2):209-221.
[42]Fred Luthans, Steven M. Norman, Bruce J. Avolio, James B. Avey.The mediating role of psychological capital in the supportive organizational climate-employee performance relationship[J]. Journal of organizational behavior,2008,(29):219-238.
[43]Gold,Y., Bachelor,P.& Micheal, W. B. The dimensionality of a modified form of the Maslach burnout inventory for university students in a teacher-training program[J].Educational and Psychological Measurement,1989,49.
[44]Jacobs S R, Dodd D K. Student burnout as a function of personality social support, and workload[J]. Journal of College Student Development,2007,44(3):291-303.
[45]James B. Avey, Jaime L. Patera, Bradley J. West. The implications of positive psychological capital on employee absenteeism [J] Journal of leadership and organizational studies,2006,13 (2):42-60.
[46]Martin E.P. Seligman. Positive Psychology:An Introduction[J].American Psychologist,2000, (55):5-14.
[47]Maslach C, Leiter M.P. The Truth about Burnout[M].San Francisco CA:Jossey-Bass Publishers,1997:7-12.
[48]Meyer J P,Allen N J.A Three-Component Conceptualization of Organazational Commitment[J].Human Resource Management Review.1991.1(1):61-89
[49]Milan Larson, Fred Luthans. Potential added value of psychological capital in predicting work attitudes [J]. Journal of leadership and organizational studies,2006,13, (2):75-92.
[50]O' Driscoll, M. P., Randall, D. M.. Perceived Organizational Support, Satisfaction with Rewards, and Employee Job Involvement and Organizational Commitment[J]. Applied Psychology,1999, 48(2):197-209.
[51]Pines A, Aronson E, Kafry. Burnout:From Tedium to Personal Growth[J], Free Press, New York. 1981.
[52]Sheldon K M, King L. Why positive psychology is necessary [J]. American Psychologist,2001, 56(3):216-217.
[53]Yang H J, Farn CK. An investigation the factors affecting MIS student burnout in technical vocational college[J]. Computers in Human Behavior,2005,21(6):917-933.