中学生学习倦怠与自尊、应对方式的关系研究
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摘要
倦怠最初指工作中,个体面对长期的情绪和人际关系紧张而体验到的负性症状,如情感耗竭,身体疲劳,工作卷入程度降低等。在过去几十年中,对于倦怠的研究多集中于工作倦怠领域,特别是针对那些服务性行业的从业者。随着这一领域研究的深入,有学者提出,学生在求学期间,也会产生倦怠感,从而开始了学习倦怠的研究。而在我国,关于学习倦怠的研究刚刚开始,特别是关于中学生的学习倦怠。研究中学生的学习倦怠,不仅有利于充实倦怠的理论研究,还有利于了解中学生学习倦怠的发展特点及对其有影响的因素,为缓解、预防学习倦怠、提高学习效率提供实证研究基础。
本研究遵循“理论分析——研制工具——实际测量——发展特点及相关研究”的研究思路。在文献分析的基础上,编制了《中学生学习倦怠问卷》以调查中学生的学习倦怠发展特点;探索了中学生的自尊、应对方式与学习倦怠的关系。本研究的主要结论如下:
(1)学习倦怠是指学生因为长期的学业压力、过重的学习负担而产生情绪上、生理上的耗竭,对教师、同伴、学习环境等产生疏离感和疏离行为,以及个人成就感低落的现象。本研究编制的《中学生学习倦怠问卷》包括低效能感、耗竭、疏离3个维度,具有良好的信效度。
(2)中学生存在学习倦怠感。总体上,中学生学习倦怠水平存在显著的性别、年级、学习成绩的差异。高中生的学习倦怠水平存在显著的文理科差异。
(3)不同自尊水平的中学生在学习倦怠总体及其各因子之间均存在着极其显著的差异。即自尊水平越高的被试学习倦怠感越低,自尊水平越低的被试学习倦怠感越高。
(4)不同水平应对方式的中学生的学习倦怠感存在显著的差异。高成熟型应对方式(包括解决问题、求助)的中学生的学习倦怠感显著低于低成熟型应对方式的中学生:高不成熟型应对方式(包括自责、幻想、退避、合理化)的中学生的学习倦怠感显著高于低不成熟型应对方式的中学生。
(5)中学生的学习倦怠、自尊、应对方式之间显著相关。自尊在各应对方式与学习倦怠间起着中介作用。自尊水平越高的被试,越倾向于采用成熟型应对方式,其学习倦怠感水平越低:而自尊水平越低的被试,越倾向于采用不成熟型应对方式,其学习倦怠感水平越高。
Burnout is initially a group of negative symptoms when individuals face long-term emotional and interpersonal tensions during the work, such as emotional exhaustion, physical fatigue, reducing the extent of work involved, etc. In the past few decades, the research of burnout mostly concentrated in the areas of job burnout, particularly for those services industry practitioners. With the in-depth research in this area, some scholars have put forward that students in school also have a sense of burnout, thus begins a study of learning burnout. While in our country, research about learing burnout has just begun, particularly with regard to the learning burnout of middle school students. Study of the learning burnout of middle school students is not only benificial to enriching the theoretical research, will also help us learn to understand the development characteristics of learning burnout of middle school students and the factors affecting them. Therefore, it provides empirical basis for mitigating and preventing learnig burout and improving the learning efficiency.
This thesis holds the view of "theoretical analysis, tools, measure, status quo, effecting factors". Based on the document analysis, the thesis edits "Learning Burnout Questionnaire for Middle School Students" in order to investigate the development characteristics of learning burnout of middle school students, and this thesis also explores the relationship among self-esteem, coping style and learning burnout of middle school students. This thesis has the following proposals:
(1) Burnout is that because of long-term academic pressure and immoderate learning burden, students have emotional and physical exhaust, and they have a sense of alienation and isolation towards teachers, peers and learning environment, and there is also the phenomenon of low personal accomplishment. "Learning Burnout Questionnaire for Middle School Students" Edited in this thesis consists of low personal accomplishment, exhaust and alienation. The validity and reliability of this questionnaire are also well demonstrated.
(2) There does exists learning burnout among middle school students. On the whole, learning burnout's level of middle school students has significant gender, grade and academic performance differences. Burnout level of high school students has a significant difference between arts and science.
(3) Different levels of self-esteem of students have significant differences between learning burnout as a whole and its' aspects. That is, the higher the level of self-esteem, the less learning burout that the subjects have; the lower the level of self-esteem, the more learning burout that the subjects have.
(4) Different levels of coping style of middle school students have significant differences in learning burnout. The level of the learning burout of students having the highly-mature coping style (including solving the problem and seeking help) is significantly lower than students having the weakly-mature coping style. The level of the learning burnout of students having the weakly-mature coping style (including self-abuse, fantasy, retreat and rationalizing) is significantly higher than students haveing the highly-mature coping style.
(5) There is a significant correlation among learning burnout, self-esteem and coping style of middle school students. Self-esteem plays an intermediary role between coping style and learning burnout.The higher level of self-esteem of subjects, the more inclined to adopt a mature coping style, the lower the level of learning burnout one has. The lower level of self-esteem of subjects, the more inclined to adopt a immature coping style, the higher the level of learning burnout one has.
本研究遵循“理论分析——研制工具——实际测量——发展特点及相关研究”的研究思路。在文献分析的基础上,编制了《中学生学习倦怠问卷》以调查中学生的学习倦怠发展特点;探索了中学生的自尊、应对方式与学习倦怠的关系。本研究的主要结论如下:
(1)学习倦怠是指学生因为长期的学业压力、过重的学习负担而产生情绪上、生理上的耗竭,对教师、同伴、学习环境等产生疏离感和疏离行为,以及个人成就感低落的现象。本研究编制的《中学生学习倦怠问卷》包括低效能感、耗竭、疏离3个维度,具有良好的信效度。
(2)中学生存在学习倦怠感。总体上,中学生学习倦怠水平存在显著的性别、年级、学习成绩的差异。高中生的学习倦怠水平存在显著的文理科差异。
(3)不同自尊水平的中学生在学习倦怠总体及其各因子之间均存在着极其显著的差异。即自尊水平越高的被试学习倦怠感越低,自尊水平越低的被试学习倦怠感越高。
(4)不同水平应对方式的中学生的学习倦怠感存在显著的差异。高成熟型应对方式(包括解决问题、求助)的中学生的学习倦怠感显著低于低成熟型应对方式的中学生:高不成熟型应对方式(包括自责、幻想、退避、合理化)的中学生的学习倦怠感显著高于低不成熟型应对方式的中学生。
(5)中学生的学习倦怠、自尊、应对方式之间显著相关。自尊在各应对方式与学习倦怠间起着中介作用。自尊水平越高的被试,越倾向于采用成熟型应对方式,其学习倦怠感水平越低:而自尊水平越低的被试,越倾向于采用不成熟型应对方式,其学习倦怠感水平越高。
Burnout is initially a group of negative symptoms when individuals face long-term emotional and interpersonal tensions during the work, such as emotional exhaustion, physical fatigue, reducing the extent of work involved, etc. In the past few decades, the research of burnout mostly concentrated in the areas of job burnout, particularly for those services industry practitioners. With the in-depth research in this area, some scholars have put forward that students in school also have a sense of burnout, thus begins a study of learning burnout. While in our country, research about learing burnout has just begun, particularly with regard to the learning burnout of middle school students. Study of the learning burnout of middle school students is not only benificial to enriching the theoretical research, will also help us learn to understand the development characteristics of learning burnout of middle school students and the factors affecting them. Therefore, it provides empirical basis for mitigating and preventing learnig burout and improving the learning efficiency.
This thesis holds the view of "theoretical analysis, tools, measure, status quo, effecting factors". Based on the document analysis, the thesis edits "Learning Burnout Questionnaire for Middle School Students" in order to investigate the development characteristics of learning burnout of middle school students, and this thesis also explores the relationship among self-esteem, coping style and learning burnout of middle school students. This thesis has the following proposals:
(1) Burnout is that because of long-term academic pressure and immoderate learning burden, students have emotional and physical exhaust, and they have a sense of alienation and isolation towards teachers, peers and learning environment, and there is also the phenomenon of low personal accomplishment. "Learning Burnout Questionnaire for Middle School Students" Edited in this thesis consists of low personal accomplishment, exhaust and alienation. The validity and reliability of this questionnaire are also well demonstrated.
(2) There does exists learning burnout among middle school students. On the whole, learning burnout's level of middle school students has significant gender, grade and academic performance differences. Burnout level of high school students has a significant difference between arts and science.
(3) Different levels of self-esteem of students have significant differences between learning burnout as a whole and its' aspects. That is, the higher the level of self-esteem, the less learning burout that the subjects have; the lower the level of self-esteem, the more learning burout that the subjects have.
(4) Different levels of coping style of middle school students have significant differences in learning burnout. The level of the learning burout of students having the highly-mature coping style (including solving the problem and seeking help) is significantly lower than students having the weakly-mature coping style. The level of the learning burnout of students having the weakly-mature coping style (including self-abuse, fantasy, retreat and rationalizing) is significantly higher than students haveing the highly-mature coping style.
(5) There is a significant correlation among learning burnout, self-esteem and coping style of middle school students. Self-esteem plays an intermediary role between coping style and learning burnout.The higher level of self-esteem of subjects, the more inclined to adopt a mature coping style, the lower the level of learning burnout one has. The lower level of self-esteem of subjects, the more inclined to adopt a immature coping style, the higher the level of learning burnout one has.
引文
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[2]陈旭.中学生学业压力、应对策略及应对的心理机制研究.博士论文.重庆:西南师范大学教育科学研究所,2004
[3]胡俏.中学生学习倦怠结构研究.浙江师范大学硕士学位论文.2006
[4]翟博,金志明,李伦娥.今天,学校的师生关系怎么样?[N],中学生教育报,1999,9,1
[5]郭瑛.护士工作压力应对与职业倦怠的研究.华东师范大学硕士毕业论文.2004
[6]贾文化.青少年情绪困扰的压力与认知根源[J].教育探索,2006,8:99-100
[7]雷雳.美国学习不良研究的现状评述.首都师范大学学报,1997(1)
[8]雷雳,王争艳,李宏利.亲子关系与亲子沟通[J].教育研究,2001,6:49-54
[9]李龙辉.父母教养方式与高中生人际信任及自尊的相关研究.湖南师范大学硕士学位论文.2006
[10]李艳红.学习不良儿童的社会行为、父母教育方式、同伴接纳之关系研究.天水师范学院学报,2000(2)
[11]李永鑫,孟慧.工作倦怠结构研究进展.心理科学,2004,27(2):474-476
[12]楼玮群,齐铱.高中生压力源和心理健康的研究.心理科学2000,23(2):156-159
[13]鲁正火,万秀梅.高师学生的学习倦怠分析[J].高等师范教育研究,1994
[14]申东红.初中生心理压办现状及捕导策略的研究.华东师范大学硕士学位论文.2006
[15]石国兴,杨海荣.中学生主观幸福感相关因素分析[J].中国心理卫生杂志.2006,20:238-241
[16]宋晓颖.五专转学生情绪稳定、社会支持对学习倦怠之影响[D].彰化师范大学辅导研究所,1989,7
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