中国健康心理学杂志

目的探讨大学生积极心理资本与学习倦怠之间的关系。方法采用积极心理资本问卷和学习倦怠问卷,对天津师范大学389名大学生进行调查。结果①大学生积极心理资本状况:自我效能感因子在性别上具有显著性差异(t=3.99,P<0.05);乐观因子在年级上具有显著性差异(F=3.96,P<0.05),进一步多重比较表明,三年级大学生乐观水平显著高于二年级;乐观因子在学科类别上具有显著差异(t=5.49,P<0.05);②大学生学习倦怠状况:情感耗竭因子在性别上具有显著性差异(t=10.99,P<0.01);在学科类别上具有显著性差异(t=16.00,P<0.001);在不同家庭住址上也具有显著性差异(t=3.50,P<0.05);成就感低因子在年级上具有显著性差异(F=5.06,P<0.01),进一步多重比较表明,一年级大学生成就感水平显著高于二、三年级大学生;③大学生的积极心理资本与学习倦怠负相关,前者对后者具有显著的预测效应(23.7%)。结论大学生积极心理资本对学习倦怠有重要的影响,应当鼓励他们发挥自身积极心理资本优势,避免学习倦怠心理与行为。

Objective To observe the relationship of positive psychological capital and learning burnout in University students.Methods A total of 389 university students were tested using positive psychological capital questionnaire and learning burnout questionnaire.Results ①There was significant difference of the self-efficacy level between boys and girls(t=3.99,P<0.05),there was significant difference of the optimism level among grades(F=3.96,P<0.05).After multiple comparisons,we found that the optimism level of junior students was higher than sophomore,there was significant difference in optimism factors on subject categories(t=5.49,P<0.05).②There was significant difference of the emotional exhaustion level between boys and girls(t=10.99,P<0.01),there was significant difference of the emotional exhaustion level on subject category(t=16.00,P<0.001),there was significant difference of the emotional exhaustion level between students from towns and cities(t=3.50,P<0.05),there was significant difference of the achievement level among grades(F=5.06,P<0.01).After multiple comparisons,we found that achievement level of freshman was higher than sophomore and junior.③Positive psychological capital of university students was negatively related to learning burnout(23.7%).Conclusion Positive psychological capital has important effect on learning burnout of the university students,they should be encouraged to play their positive psychological capital strengths,and avoid psychology and behavior of learning burnout.