包头市某高校大学生学习倦怠与学校归属感及学校因素研究
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摘要
研究背景
近几十年我国高等院校进入高速发展的时期,教育改革也在积极进行。随着我国本科院校招生规模的扩大,大学生就业压力的增加,对专业的选择也多是看重社会的需求和潮流,忽略了本身的学习兴趣和专业爱好,影响了对专业知识的学习。对当前大学生学习问题研究的结果显示,大学生学习问题中学习倦怠问题比较突出,学习倦怠指大学生在长期的学习压力下产生的异常的极端反应,从而使大学生学习上出现生情绪耗竭、个人成就感低、行为不当等症状,影响了学生正常的学习生活。医学类院校的大学生学习任务比较繁重,研究医学类大学生学习倦怠的现状及其危险因素具有重要意义。
研究目的
描述大学生学习倦怠的现状及影响因素；分析大学生学校归属感情况；阐明大学生学习倦怠与学校归属感之间的关系；研究学习倦怠和学校因素的关系,为大学生学习教育的管理提供理论上的支持,对高校管理者进行科学管理具有一定的参考价值。
研究方法
本研究采用现状研究的方法,采用分层随机整群抽样的方法,拟选取包头市某本科院校一至四年级上课的学生,通过问卷调查了解包头市某医科大学学生的学习倦怠、学校归属感、和学校相关因素的基本状况。采用epidata3.1建立数据库,用SPSS17.0软件进行数据分析。
主要结果
本次研究中影响大学生学习倦怠的主要因素包括学校归属感、学习环境、学生管理及师资教学水平；大学生的学习倦怠在性别、学院(系)、年级、专业上存在差异,在是否学生干部、学生城乡来源上不存在差异；大学生的学校归属感在生源地、是否学生干部、年级、学院、专业上存在差异,在性别上不存在差异；大学生学习倦怠与学校归属感的水平显著相关；大学生学习倦怠与学校因素的水平显著相关；大学生学习倦怠各因子之间及学校因素各因子之间也存在显著相关。
结论与建议
医学类大学生学习倦怠状况虽说不是很严重,但是情况也不乐观。医学类大学生学习倦怠与学校归属感、学习环境、学生管理、师资教学等因素有关。建议提高医学类大学生的学校归属感,学生工作人性化管理,提高教师的教学质量来减少学习倦怠现象的发生。
Background:
In recent years, China's higher education into the high-speed development period, the education reform is being carried out. With the expansion of enrollment scale of universities in China, increasing employment pressure of college students, professional choice is also important demand and the trend of society, to neglect their study interest and hobbies, influenced the study of professional knowledge. On the current problems of college students shows, learning problems of college students learning burnout issue more prominent, learning burnout refers to the abnormal extreme response of college students in long-term learning pressure, so that the students learning. Student's emotional exhaustion, personal sense of achievement, improper behavior symptoms such as low down, affecting the normal students learning to live. Medical college students learning tasks are relatively heavy, has the important status and risk factors of Medical College Students'learning burnout research.
Objectives:
To describe the status and influencing factors of College Students'learning burnout; analysis of college students sense of school belonging; clarifies the relationship between burnout and school belonging to college students; Study on the relationship between learning burnout and sense of school belonging, to provide theoretical support for college students education management of colleges and universities, management has a certain reference value of scientific management.
Methods:
Methods of the study, using the method of stratified random cluster sampling, we select some universities in Baotou city to the fourth grade students, through the questionnaire survey to understand the learning burnout, school belonging to a medical university students in Baotou City, and by the school basic condition. The database was established by using epidata3.1, data were analyzed by SPSS17.0software.
Main Results:
1) The main factors affecting college students'learning burnout in a study including school sense of belonging, learning environment, students and teachers teaching level.2) college students learning burnout in terms of gender, the College (Department), grade, professional differences, there is no difference on whether the student leaders, students of urban and rural sources.3) college students school belonging to the students, whether the student leaders, grades, college, professional differences, there is no difference in terms of gender.4)The Learning Burnout school belonging significantly related.5)college students'learning burnout and school factors significantly related.6)Learning Burnout factors and school factors significant correlation between the factors.
Conclusions and suggestions
Medical student learning burnout is not serious, but the situation is not optimistic. Medical student learning burnout and school belonging, learning environment, student management, teacher teaching etc.. Recommendations to improve medical students'sense of school belonging, students work in the humanized management, to improve the teaching quality to reduce the incidence of learning burnout phenomenon.
近几十年我国高等院校进入高速发展的时期,教育改革也在积极进行。随着我国本科院校招生规模的扩大,大学生就业压力的增加,对专业的选择也多是看重社会的需求和潮流,忽略了本身的学习兴趣和专业爱好,影响了对专业知识的学习。对当前大学生学习问题研究的结果显示,大学生学习问题中学习倦怠问题比较突出,学习倦怠指大学生在长期的学习压力下产生的异常的极端反应,从而使大学生学习上出现生情绪耗竭、个人成就感低、行为不当等症状,影响了学生正常的学习生活。医学类院校的大学生学习任务比较繁重,研究医学类大学生学习倦怠的现状及其危险因素具有重要意义。
研究目的
描述大学生学习倦怠的现状及影响因素；分析大学生学校归属感情况；阐明大学生学习倦怠与学校归属感之间的关系；研究学习倦怠和学校因素的关系,为大学生学习教育的管理提供理论上的支持,对高校管理者进行科学管理具有一定的参考价值。
研究方法
本研究采用现状研究的方法,采用分层随机整群抽样的方法,拟选取包头市某本科院校一至四年级上课的学生,通过问卷调查了解包头市某医科大学学生的学习倦怠、学校归属感、和学校相关因素的基本状况。采用epidata3.1建立数据库,用SPSS17.0软件进行数据分析。
主要结果
本次研究中影响大学生学习倦怠的主要因素包括学校归属感、学习环境、学生管理及师资教学水平；大学生的学习倦怠在性别、学院(系)、年级、专业上存在差异,在是否学生干部、学生城乡来源上不存在差异；大学生的学校归属感在生源地、是否学生干部、年级、学院、专业上存在差异,在性别上不存在差异；大学生学习倦怠与学校归属感的水平显著相关；大学生学习倦怠与学校因素的水平显著相关；大学生学习倦怠各因子之间及学校因素各因子之间也存在显著相关。
结论与建议
医学类大学生学习倦怠状况虽说不是很严重,但是情况也不乐观。医学类大学生学习倦怠与学校归属感、学习环境、学生管理、师资教学等因素有关。建议提高医学类大学生的学校归属感,学生工作人性化管理,提高教师的教学质量来减少学习倦怠现象的发生。
Background:
In recent years, China's higher education into the high-speed development period, the education reform is being carried out. With the expansion of enrollment scale of universities in China, increasing employment pressure of college students, professional choice is also important demand and the trend of society, to neglect their study interest and hobbies, influenced the study of professional knowledge. On the current problems of college students shows, learning problems of college students learning burnout issue more prominent, learning burnout refers to the abnormal extreme response of college students in long-term learning pressure, so that the students learning. Student's emotional exhaustion, personal sense of achievement, improper behavior symptoms such as low down, affecting the normal students learning to live. Medical college students learning tasks are relatively heavy, has the important status and risk factors of Medical College Students'learning burnout research.
Objectives:
To describe the status and influencing factors of College Students'learning burnout; analysis of college students sense of school belonging; clarifies the relationship between burnout and school belonging to college students; Study on the relationship between learning burnout and sense of school belonging, to provide theoretical support for college students education management of colleges and universities, management has a certain reference value of scientific management.
Methods:
Methods of the study, using the method of stratified random cluster sampling, we select some universities in Baotou city to the fourth grade students, through the questionnaire survey to understand the learning burnout, school belonging to a medical university students in Baotou City, and by the school basic condition. The database was established by using epidata3.1, data were analyzed by SPSS17.0software.
Main Results:
1) The main factors affecting college students'learning burnout in a study including school sense of belonging, learning environment, students and teachers teaching level.2) college students learning burnout in terms of gender, the College (Department), grade, professional differences, there is no difference on whether the student leaders, students of urban and rural sources.3) college students school belonging to the students, whether the student leaders, grades, college, professional differences, there is no difference in terms of gender.4)The Learning Burnout school belonging significantly related.5)college students'learning burnout and school factors significantly related.6)Learning Burnout factors and school factors significant correlation between the factors.
Conclusions and suggestions
Medical student learning burnout is not serious, but the situation is not optimistic. Medical student learning burnout and school belonging, learning environment, student management, teacher teaching etc.. Recommendations to improve medical students'sense of school belonging, students work in the humanized management, to improve the teaching quality to reduce the incidence of learning burnout phenomenon.
引文
[1]张治遥.大学生内外控信念、社会支持与学习倦怠的相关研究[D].彰化师范大学辅导研究所硕士论文,1989.
[2]孙晓莉.大学生学习倦怠的现状及成因研究[D].南京师范大学硕士学位论文,2007.
[3]杨丽娴,莲蓉.学习倦怠的研究现状及展望[J].集美大学学报,2005,(2).
[4]自魏婷.大学生学习倦怠初探[D].合肥工业大学硕士学位论文,2007.
[5]赵文进,刘清梅.当前大学生学习倦怠研究现状与展望[J].四川文理学院学报,2009,19(1)：84-86.
[6]李飞,杨坤.中学生学校归属感现状及培养[J].心理健康教育.2006.9.
[7]Richard M.Lee, Claytie Davis[J]. Cultural orientation, past multicultural experience, and a sense of Belonging on campus for Asian American college students. Journal of College Student Development;2000,1-2:41,1
[8]Dale Scott Ridley, Bill Walther. Creating Responsible Learners:The Role of a Positive Classroom Enviroment[J].沈湘秦绎.北京：中国轻工业出版社,2002,53-73.
[9]杨丽娴,当前大学生学习倦怠状况及其与专业承诺的关系研究[D].福建师范大学硕士学位论文,2004.
[10]鲍英善.长春高校大学生学习倦怠模型建构[D].吉林大学硕士毕业论文,2007.6：14-35.
[11]郭彩琴,肖海雁,马存根.大学生学习倦怠与人格的相关研究[J].中国健康心理学杂志,2009,9(17)：1062-1064.
[12]成航宇,成玮骐.大学生学习倦怠现状调查与分析[J].中国校外教育,2010,8：500-501.
[13]雷欣欣.师范类大学生存在学习倦怠状况及影响因素研究[J].内蒙古师范大学,2009.
[14]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,2006,29(1)：47～51
[15]钟慧珍,曹辉,高丽娜,周生江.石河子大学学生学习倦怠状况的调查分析[J].农垦医学,2010,32(3)：246-249.
[16]郝佳.大学生学校归属感现状与心理健康水平的相关研究[J].辽宁师范大学硕士毕业论文,2008.
[17]杜好强.大学生学校归属感及其影响因素研究[J].西南大学硕士毕业论文,2010.
[18]18姚海娟官其英.大学生学校归属感与生活满意度的研究与对策分析[J].时代教育,2011,1：62.
[19]林铮铮.大学生学校归属感探析[J].东京文学,2012,5：131-132.
[20]包克冰,徐琴美.学校归属感与学生发展的探索研究[J].心理学探新,2006,26(2)：51-54.
[21]周碧麓.陈旭.浅析学校归属感研究[J].职业教育,2008(11).
[22]李洪,丁特.论和谐师生关系的建立[J].沈阳师范大学学报(社会科学版),2005(3)：18.
[23]赵联防.大学生学业情绪、学校归属感和心理健康的关系研究[D].福建师范大学硕士学位论文,2009.
[24]Eric M.Anderman.School Effects on Psychological Outcomes During Adolescence[J]. Journal of Educational Psychology,2002,94:795-809.
[25]CaraJ.Hale,JamesW.Hannum,Dorothy[J].Espelage.Social support and physical health:the importance of belonging.Journal of American College Health;2005. 5-6:53,6.
[26]Ma,X. (2003). Sense of belonging to school:Can schools make a difference? [J]. The Journal of Educational Research,96(6),340-349.
[27]Pittman, L. D.,&Adeya, R.. Academic and psychological functioning in late adolescence:The importance of school and belonging[J]. The Journal of Experimental Education,2007,75(4),270-290.
[28]Fine, M. (1991). Framing drop outs:Notes on the politics of an urban public High school, State University of New York Press, Albany,NY[J].
[29]Blum, R. W., Rinehart, P. M. (1997). Reducing the risk:Connections that make a difference in the lives of youth[J]. Add Health, Bethesda.
[1]张治遥.大学生内外控信念、社会支持与学习倦怠的相关研究[D].彰化师范大学辅导研究所硕士论文,1989.
[2]7Julie Pham. Burnout afflicts students[J]. Daily Californian (http://www.wpi.edu/News/TechNews/980317/burnout.html)
[3]孙晓莉.大学生学习倦怠的现状及成因研究[D].南京师范大学硕士学位论文,2007.
[4]杨丽娴,莲蓉.学习倦怠的研究现状及展望[J].集美大学学报,2005,(2).
[5]自魏婷.大学生学习倦怠初探[D].合肥工业大学硕士学位论文,2007.
[6]赵文进,刘清梅.当前大学生学习倦怠研究现状与展望[J].四川文理学院学报,2009,19(1)：84-86.
[7]戴春林.中学生学习倦怠的研究[J].浙江师范大学教育学院学报,2006(12).
[8]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,2006,29(1).
[9]许清鹏、刘甫强、王晶.中学生学习倦怠的原因及应采取的应对措施[J].中小学心理健康教育,2006(1).
[10]Richard M.Lee, Claytie Davis. Cultural orientation, past multicultural experience, and a sense of Belonging on campus for Asian Americancollege students[J]. Journal of College Student Development; 2000,1-2:41,1
[11]Dale Scott Ridley, Bill Walther. Creating Responsible Learners:The Role of a Positive Classroom Enviroment[J].沈湘秦绎.北京：中国轻工业出版社,2002,53-73.
[12]蔡慧君、雷玉英.论教师职业倦怠[J].教育探索,2004(1).
[13]转引张学众.自大学生学习倦怠心理探析[J].济南职业学院学报,2007,10(5)：69-70.
[14]唐文清.范会勇.大学生学习倦怠及其对策[J].南方论刊,2007,5：100-101
[15]转引自谢丽霞当前大学生厌学情绪评析[J].山西高等学校社会科学学报.,2006(8)：140
[16]Bernhard II, H. Christian, College Student Journal[J],01463934, Jun2007,41.
[17]孙晓莉.大学生学习倦怠的现状及成因研究[D].南京师范大学硕士学位论文,2007.
[18]谢丽霞.当前大学生厌学情绪评析[J].山西高等学校社会科学学报,2006,(8).
[19]孔媛媛.大学生学习倦怠及其应对策略研究[D].大连：大连理工大学,2008：3.
[20]向晓蜜.大学生学习倦怠的成因模型及其量表编制[D].重庆：西南大学,2008：13.
[2]孙晓莉.大学生学习倦怠的现状及成因研究[D].南京师范大学硕士学位论文,2007.
[3]杨丽娴,莲蓉.学习倦怠的研究现状及展望[J].集美大学学报,2005,(2).
[4]自魏婷.大学生学习倦怠初探[D].合肥工业大学硕士学位论文,2007.
[5]赵文进,刘清梅.当前大学生学习倦怠研究现状与展望[J].四川文理学院学报,2009,19(1)：84-86.
[6]李飞,杨坤.中学生学校归属感现状及培养[J].心理健康教育.2006.9.
[7]Richard M.Lee, Claytie Davis[J]. Cultural orientation, past multicultural experience, and a sense of Belonging on campus for Asian American college students. Journal of College Student Development;2000,1-2:41,1
[8]Dale Scott Ridley, Bill Walther. Creating Responsible Learners:The Role of a Positive Classroom Enviroment[J].沈湘秦绎.北京：中国轻工业出版社,2002,53-73.
[9]杨丽娴,当前大学生学习倦怠状况及其与专业承诺的关系研究[D].福建师范大学硕士学位论文,2004.
[10]鲍英善.长春高校大学生学习倦怠模型建构[D].吉林大学硕士毕业论文,2007.6：14-35.
[11]郭彩琴,肖海雁,马存根.大学生学习倦怠与人格的相关研究[J].中国健康心理学杂志,2009,9(17)：1062-1064.
[12]成航宇,成玮骐.大学生学习倦怠现状调查与分析[J].中国校外教育,2010,8：500-501.
[13]雷欣欣.师范类大学生存在学习倦怠状况及影响因素研究[J].内蒙古师范大学,2009.
[14]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,2006,29(1)：47～51
[15]钟慧珍,曹辉,高丽娜,周生江.石河子大学学生学习倦怠状况的调查分析[J].农垦医学,2010,32(3)：246-249.
[16]郝佳.大学生学校归属感现状与心理健康水平的相关研究[J].辽宁师范大学硕士毕业论文,2008.
[17]杜好强.大学生学校归属感及其影响因素研究[J].西南大学硕士毕业论文,2010.
[18]18姚海娟官其英.大学生学校归属感与生活满意度的研究与对策分析[J].时代教育,2011,1：62.
[19]林铮铮.大学生学校归属感探析[J].东京文学,2012,5：131-132.
[20]包克冰,徐琴美.学校归属感与学生发展的探索研究[J].心理学探新,2006,26(2)：51-54.
[21]周碧麓.陈旭.浅析学校归属感研究[J].职业教育,2008(11).
[22]李洪,丁特.论和谐师生关系的建立[J].沈阳师范大学学报(社会科学版),2005(3)：18.
[23]赵联防.大学生学业情绪、学校归属感和心理健康的关系研究[D].福建师范大学硕士学位论文,2009.
[24]Eric M.Anderman.School Effects on Psychological Outcomes During Adolescence[J]. Journal of Educational Psychology,2002,94:795-809.
[25]CaraJ.Hale,JamesW.Hannum,Dorothy[J].Espelage.Social support and physical health:the importance of belonging.Journal of American College Health;2005. 5-6:53,6.
[26]Ma,X. (2003). Sense of belonging to school:Can schools make a difference? [J]. The Journal of Educational Research,96(6),340-349.
[27]Pittman, L. D.,&Adeya, R.. Academic and psychological functioning in late adolescence:The importance of school and belonging[J]. The Journal of Experimental Education,2007,75(4),270-290.
[28]Fine, M. (1991). Framing drop outs:Notes on the politics of an urban public High school, State University of New York Press, Albany,NY[J].
[29]Blum, R. W., Rinehart, P. M. (1997). Reducing the risk:Connections that make a difference in the lives of youth[J]. Add Health, Bethesda.
[1]张治遥.大学生内外控信念、社会支持与学习倦怠的相关研究[D].彰化师范大学辅导研究所硕士论文,1989.
[2]7Julie Pham. Burnout afflicts students[J]. Daily Californian (http://www.wpi.edu/News/TechNews/980317/burnout.html)
[3]孙晓莉.大学生学习倦怠的现状及成因研究[D].南京师范大学硕士学位论文,2007.
[4]杨丽娴,莲蓉.学习倦怠的研究现状及展望[J].集美大学学报,2005,(2).
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