初中生心理资本、社会支持与学习倦怠的关系研究

发布时间：2018-08-26 20:07

【摘要】：由于学习竞争的激烈和学习压力的不断增加,越来越多的初中生存在倦怠学习的情绪,而这种在初中生中蔓延的学习倦怠现象开始受到越来越多社会人士的关注。据相关研究发现,心理资本和它的四个维度自信、乐观、希望、韧性对学习倦怠有重要影响,而社会支持作为重要的外部因素对学习倦怠有预测作用。本研究以某中学580位初中生为研究为对象并以积极心理资本问卷、中学生学习倦怠问卷和社会支持评定量表为测量工具,对当前初中生心理资本以及学习倦怠的基本情况进行调查,并探究了心理资本、社会支持、学习倦怠三者之间的关系,同时在针对初中生的学习倦怠受到心理资本影响这一过程中,社会支持所起到的作用进行了讨论分析。数据结果应用SPSS17.0以及Amos17.0软件进行统计分析。研究所得出的主要结论如下:1.初中生的心理资本总分及自我效能、韧性、希望、乐观四个维度在年级上均没有显著差异。心理资本总分及韧性、希望、乐观维度同样也并没有因性别差异而表现出很大的不同,但是在自我能效方面,女生所表现出来的水平明显要低于男生。在学习倦怠方面,初中生并没有在年级上存在显著差异。在情绪耗竭、学习低效能感、生理耗竭各个维度上,三个年级的学生也有显著差异,而在师生疏离维度上,三个年级的学生没有显著的差异。男女生在学习倦怠总分及其各维度在均没有显著差异。初中生的社会支持总分及主观支持、支持利用度方面在年级上均有显著差异,但在客观支持上三个年级的学生没有显著差异。社会支持总分及各维度在性别上均没有显著差异。2.心理资本不同的学生表现出来的学习倦怠程度也不相同,心理资本与学习倦怠呈显著负相关,即学生心理资本水平处于较高的水平,那么所表现出来的学习倦怠程度较低,心理资本对学习倦怠有预测作用。3.心理资本与社会支持存在显著正相关。4.不同社会支持度的学生,所表现出来的学习倦怠水平存在较大的差异性,初中生社会支持与学习倦怠呈现显著负相关。5.社会支持在心理资本与学习倦怠的关系中具有中介作用。心理资本、社会支持对学习倦怠有一定的预测效果。
[Abstract]:Because of the fierce learning competition and the increasing pressure of learning, more and more junior high school students have the feeling of learning burnout, and the phenomenon of learning burnout spread among junior high school students is getting more and more attention. According to relevant studies, psychological capital and its four dimensions of self-confidence, optimism, hope and resilience have an important impact on learning burnout, while social support as an important external factor can predict learning burnout. In this study, 580 junior middle school students in a middle school were selected as subjects, and positive psychological capital questionnaire, learning burnout questionnaire and social support rating scale were used as measuring tools. This paper investigates the psychological capital of junior high school students and the basic situation of learning burnout, and probes into the relationship among psychological capital, social support and learning burnout. At the same time, the role of social support in the process of junior high school students' learning burnout affected by psychological capital is discussed and analyzed. The data were analyzed by SPSS17.0 and Amos17.0 software. The main conclusions of the study are as follows: 1. There were no significant differences among the four dimensions of mental capital, self-efficacy, resilience, hope and optimism in the grade of junior high school students. The total score of psychological capital and resilience, hope that the optimistic dimension also did not show a significant difference in gender differences, but in terms of self-energy efficiency, girls are significantly lower than boys in the level of performance. In terms of learning burnout, junior high school students have no significant difference in grade. There were significant differences among the three grades in the dimensions of emotional exhaustion, low learning efficacy and physiological exhaustion, but there was no significant difference between the three grades in the alienation of teachers and students. There was no significant difference in the total score of learning burnout and its dimensions between male and female students. The total score of social support and subjective support of junior high school students were significantly different in grade, but there was no significant difference in objective support for students in three grades. There was no significant difference in the total score of social support and in each dimension. 2. 2. The degree of learning burnout of students with different psychological capital is also different. There is a significant negative correlation between psychological capital and learning burnout, that is, the level of students' psychological capital is at a higher level, then the degree of learning burnout is low. Psychological capital can predict learning burnout. There is a significant positive correlation between psychological capital and social support. Students with different levels of social support showed significant differences in learning burnout, and there was a significant negative correlation between social support and learning burnout of junior high school students. Social support plays an intermediary role in the relationship between psychological capital and learning burnout. Psychological capital and social support can predict learning burnout.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

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