少数民族大学生学习压力学业效能感及学习倦怠的相关性

发布时间：2018-03-14 20:11

本文选题：学习　切入点：压力　出处：《中国学校卫生》2017年05期 　论文类型：期刊论文

【摘要】：目的了解少数民族大学生学习压力、学业效能感、学习倦怠状况及三者间的关系,为促进少数民族大学生学习提供参考。方法使用学习倦怠量表、学习应激事件量表、学习自我效能感量表,对大理大学、贵州民族大学、广西民族大学、石河子大学、新疆师范大学、西藏民族大学、西藏大学农牧学院、云南民族大学8所本科院校全日制在校1 119名少数民族大学生进行测量。结果少数民族大学生学习压力、学业效能感及学习倦怠处于中等水平,但"学习困难"特点明显(53.4%)。学业能力效能总体上表现为低年级高于高年级(P0.05),城市和农村生源在能力效能感上差异有统计学意义(t=3.03,P0.01),医科专业学生行为效能感低于其他专业(P0.05)。学习倦怠各维度在性别、年级、生源地及专业方面存在不同程度的差异(t=2.42~5.46,P值均0.05)。线性回归分析结果表明,学习压力、能力效能正向预测情绪低落(β值分别为0.07,0.22,P值均0.01),行为效能感负向预测情绪低落(β=-0.58,P0.01);能力效能、行为效能负项预测行为不当和成就感低(β值分别为-0.12,-0.54;-0.57,-0.21,P值均0.01)。结论少数民族大学生学习压力、学业效能感及学习倦怠中等。学习压力、学业效能感对学习倦怠有影响。
[Abstract]:Objective to understand the learning stress, academic efficacy, learning burnout and their relationship among ethnic minority college students, and to provide a reference for promoting the learning of minority college students. Methods Learning Burnout scale and Learning stress events scale were used. Self-efficacy scale for Learning, Dali University, Guizhou University for nationalities, Guangxi University for nationalities, Shihezi University, Xinjiang normal University, Tibet University for nationalities, College of Agriculture and Animal Husbandry, Tibet University, A total of 1,119 ethnic minority students were measured in 8 undergraduate colleges of Yunnan University for nationalities. Results the learning pressure, academic efficacy and learning burnout of ethnic minority students were at the middle level. However, the characteristics of "learning difficulties" are obviously 53.40.Achievement efficacy of academic ability is generally higher than that of higher grades (P0.05). There is a significant difference between urban and rural students in the sense of competence efficacy, and the behavioral efficacy of medical students is lower than that of medical students. His major is P0.05. the dimensions of learning burnout are gender, There were significant differences in grades, places of origin and majors in different degrees (P = 0.05). The results of linear regression analysis showed that the learning stress, Ability efficacy positively predicted depression (尾 = 0.07 卤0.22 P, P = 0.01), behavioral efficacy negatively predicted depression (尾 -0.58%, P 0.01). Negative item of behavioral efficacy predicted poor behavior and low sense of achievement (尾 = -0.12) -0.54 ~ (-0.54) -0.57 ~ (-0.21) P respectively. Conclusion Learning stress, academic efficacy and learning burnout of minority college students are moderate, and learning stress and academic efficacy have influence on learning burnout.
【作者单位】：西藏民族大学教育学院;
【基金】：2014年教育部哲学社会科学研究重大课题攻关项目(14JZD048)
【分类号】：G442

【参考文献】