军校学员应对方式对其学业倦怠与坚毅品质的中介作用
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摘要
目的探讨学业倦怠与坚毅品质的关系及应对方式的中介作用。方法采用坚毅量表(Grit-12)、学业倦怠问卷、简易应对方式问卷(SCSQ),调查空军军医大学在校学员共796名,通过建立中介作用方程模型,检验应对方式的中介效应。结果军医大学学员坚毅品质均分为3.58±0.60,学业倦怠均分为2.45±0.68,积极应对方式均分为2.06±0.48,消极应对方式均分为1.02±0.56;坚毅品质、学业倦怠与应对方式在不同年级上效应显著,差异有统计学意义(P<0.01),大学一年级学员的坚毅品质、积极应对方式得分显著高于大学三年级学员,大学一年级学员的学业倦怠、消极应对方式得分显著低于大学三年级学员;坚毅品质与学业倦怠呈显著负相关(r=-0.627,P<0.01),与积极应对方式呈显著正相关(r=0.307,P<0.01),与消极应对方式呈显著负相关(r=-0.396,P<0.01);学业倦怠与积极应对方式呈显著负相关(r=-0.348,P<0.01),与消极应对方式呈显著正相关(r=0.382,P<0.01);应对方式在坚毅品质与学业倦怠之间起到部分中介作用,其中积极应对方式的中介效应占总效应比例的8.4%,消极应对方式的中介效应占总效应比例的10.0%。结论坚毅品质可以预测军校学员的学业倦怠情况,同时应注重应对方式的中介作用,通过提高坚毅品质、采取积极应对方式来减少学业倦怠。
[Objective] To investigate the mediation role of coping style on the relationship between academic burnout and perseverance of military university students. [Methods]The Grit Scale(Grit-12),the Academic Burnout Questionnaire and the simplified coping style questionnaire(SCSQ) were used to survey 796 military medical university students. Then intermediary function equation was established to test the intermediary effect of coping style. [Results]The average score of perseverance in military university students was 3.58 ±0.60,the score of academic burnout was 2.45 ±0.68,and the score of positive coping style and negative coping style was 2.06 ±0.48 and 1.02 ±0.56 respectively. The differences in perseverance,academic burnout and coping style were statistically significant among different grades(P<0.01). The scores of perseverance and positive coping style of freshman were significantly higher than those of junior college students,and the scores of academic burnout and negative coping style of freshman were significantly lower than those of junior college students. The perseverance was significantly negatively correlated with academic burnout(r=-0.627,P<0.01),significantly positively correlated with positive coping style(r=0.307,P<0.01),and significantly negatively correlated with negative coping style(r=-0.396,P<0.01). Academic burnout was significantly negatively correlated with positive coping style(r=-0.348,P<0.01),and significantly positively correlated with negative coping style(r=0.382,P<0.01). The coping style had a partial mediation role between perseverance and academic burnout,the proportion of the positive coping style's mediation effect to total effect was 8.4%,and that of negative coping style was 10.0%.[Conclusion]The perseverance can predict academic burnout of militaryuniversity students. It is necessary to pay attention to the mediation role of coping style and reduce academic burnout by increasing perseverance and adopting positive coping style.
[Objective] To investigate the mediation role of coping style on the relationship between academic burnout and perseverance of military university students. [Methods]The Grit Scale(Grit-12),the Academic Burnout Questionnaire and the simplified coping style questionnaire(SCSQ) were used to survey 796 military medical university students. Then intermediary function equation was established to test the intermediary effect of coping style. [Results]The average score of perseverance in military university students was 3.58 ±0.60,the score of academic burnout was 2.45 ±0.68,and the score of positive coping style and negative coping style was 2.06 ±0.48 and 1.02 ±0.56 respectively. The differences in perseverance,academic burnout and coping style were statistically significant among different grades(P<0.01). The scores of perseverance and positive coping style of freshman were significantly higher than those of junior college students,and the scores of academic burnout and negative coping style of freshman were significantly lower than those of junior college students. The perseverance was significantly negatively correlated with academic burnout(r=-0.627,P<0.01),significantly positively correlated with positive coping style(r=0.307,P<0.01),and significantly negatively correlated with negative coping style(r=-0.396,P<0.01). Academic burnout was significantly negatively correlated with positive coping style(r=-0.348,P<0.01),and significantly positively correlated with negative coping style(r=0.382,P<0.01). The coping style had a partial mediation role between perseverance and academic burnout,the proportion of the positive coping style's mediation effect to total effect was 8.4%,and that of negative coping style was 10.0%.[Conclusion]The perseverance can predict academic burnout of militaryuniversity students. It is necessary to pay attention to the mediation role of coping style and reduce academic burnout by increasing perseverance and adopting positive coping style.
引文
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[20]廖爱军.高职院校特色校园环境育人功能探讨[J].河北能源职业技术学院学报,2016(4):9-11.
[21] OLFERT MD,BARR ML,FAMODU OA,et al. University Student Auditors Report on Experience and Impact of Campus Environment and Policies[J].J Nutr Educ Behav,2016,48(7):143-152.
[22]孙晓冰,柳海民.理性认知校园霸凌:从校园暴力到校园霸凌[J].教育理论与实践,2015,31(7):26-29.
[23]LIN CC. Personality and Family Context in Explaining Grit of Taiwanese High School Students[J].Eurasia J Math Sci Technol,2017,13(6):2197-2213.
[24]赵玉琳.当代大学生坚毅品格培养的六个维度[J].经济研究导刊,2016(21):141-142.
[25]ZOU G,SHEN X,TIAN X. The mediating role of psychological resilience for job burnout and positive coping style among clinical nurses[J].J Nurses Training,2014,56(3):1123-1127.
[26]GLASSCOCK DJ,ANDERSEN JH,LABRIOLA M,et al. Can negative life events and coping style help explain socioeconomic differences in perceived stress among adolescents[J].BMC Public Health,2013,13(532):112-125.
[2] VILLWOCK JA,SOBIN LB,KOESTER LA,et al. Impostor syndrome and burnout among American medical students:a pilot study[J].J Int Med Educ,2016,7(6):364-374.
[3]SCHAUFELI WB,MART魱NEZ IM,MARQUES PA,et al. Burnout and engagement in university students:A cross-national study[J].J Cross Cult Psychol,2002,33(33):464-481.
[4]PATTERSON JM,MCCUBBIN HI. Adolescent coping style and behaviors:conceptualization and measurement[J].J Adolesc,1987,10(2):163-186.
[5]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.
[6]魏萍,唐海波,宋宝萍.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):549-550.
[7]DUCKWORTH AL,PETERSON C,MATTHEWS MD,et al. Grit:perseverance and passion for long-term goals[J].J Pers Soc Psychol,2007,92(6):1087-1101.
[8]APARICIO CM,BACAO IF,OLIVEIRA T. Grit in the path to e-learning success[J].Comput Hum Behav,2017,12(66):388-399.
[9]杨国愉,王立菲,于永菊,等.心理教育对军医大学学员心理素质和心理健康的影响[J].解放军预防医学杂志,2013,31(2):117-121.
[10]刘世鹏,谢鸿斌,王双.大学生学习倦怠与应对方式的关系[J].现代企业教育,2013(6):90-91.
[11]张琰,王紫微,黄鹏,等.坚毅量表修订及其在军校大学生中的信效度检验[J].第二军医大学学报,2017(12):1532-1536.
[12]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,2005,37(5):632-636.
[13]解亚宁.简易应对方式量表信度和效度的初步研究[J].中国临床心理学杂志,1998(2):114-115.
[14]王端卫,张敬悬.简易应对方式问卷的因子分析[J].山东大学学报:医学版,2014,52(3):96-100.
[15]温忠麟,叶宝娟.中介效应分析:方法和模型发展[J].心理科学进展,2014,22(5):731-745.
[16]李林英,肖雯.大学生心理资本的调查研究[J].北京理工大学学报(社会科学版),2011,13(1):148-152.
[17]江雪华.应对方式对学业压力和学习倦怠关系的调节效应检验[J].教育导刊,2014(11):23-25.
[18]DUCKWORTH A,GROSS JJ. Self-Control and Grit:Related but Separable Determinants of Success[J].Curr Dir Psychol Sci,2014,23(5):319-321.
[19]赵玉琳.大学生坚毅品格培养路径[J].科教文汇,2017(16):214-216.
[20]廖爱军.高职院校特色校园环境育人功能探讨[J].河北能源职业技术学院学报,2016(4):9-11.
[21] OLFERT MD,BARR ML,FAMODU OA,et al. University Student Auditors Report on Experience and Impact of Campus Environment and Policies[J].J Nutr Educ Behav,2016,48(7):143-152.
[22]孙晓冰,柳海民.理性认知校园霸凌:从校园暴力到校园霸凌[J].教育理论与实践,2015,31(7):26-29.
[23]LIN CC. Personality and Family Context in Explaining Grit of Taiwanese High School Students[J].Eurasia J Math Sci Technol,2017,13(6):2197-2213.
[24]赵玉琳.当代大学生坚毅品格培养的六个维度[J].经济研究导刊,2016(21):141-142.
[25]ZOU G,SHEN X,TIAN X. The mediating role of psychological resilience for job burnout and positive coping style among clinical nurses[J].J Nurses Training,2014,56(3):1123-1127.
[26]GLASSCOCK DJ,ANDERSEN JH,LABRIOLA M,et al. Can negative life events and coping style help explain socioeconomic differences in perceived stress among adolescents[J].BMC Public Health,2013,13(532):112-125.