| 11,585 | 155 | 16 |
| 下载次数 | 被引频次 | 阅读次数 |
目的:探讨学习投入在学习动机与学习倦怠之间的中介作用以及个人成长主动性对这一中介过程的调节作用。方法:采用学习动机、大学生学习倦怠、UWES-S学习投入和个人成长主动性—II量表测试，以426名在校大学生为被试，运用Mplus 7.0建立结构方程模型。结果:(1)学习动机显著负向预测学习倦怠(β=-0.36,SE=0.06,95%CI=[-0.477,-0.235]);(2)学习投入在学习动机与学习倦怠之间起完全中介作用(β=-0.47,SE=0.10,95%CI[-0.663,-0.291]),表现为活力、奉献在学习动机与情绪低落(活力：β=-0.24,SE=0.06,95%CI[-0.362,-0.149];奉献：β=-0.36,SE=0.07,95%CI[-0.502,-0.232])、行为不当(活力：β=-0.17,SE=0.04,95%CI[-0.271,-0.104];奉献：β=-0.27,SE=0.06,95%CI[-0.399,-0.165])、成就感低(活力：β=-0.19,SE=0.04,95%CI[-0.287,-0.123];奉献：β=-0.35,SE=0.07,95%CI[-0.485,-0.221])之间起完全中介作用，专注在学习动机与情绪低落(β=-0.19,SE=0.04,95%CI[-0.284,-0.116])、行为不当(β=-0.16,SE=0.04,95%CI[-0.249,-0.081])之间起部分中介作用，在学习动机与成就感低之间之起完全中介作用(β=-0.20,SE=0.04,95%CI[-0.293,-0.139]);(3)学习投入的中介作用受到个人成长主动性的调节(β=-0.13,SE=0.05,P<0.01),个人成长主动性调节了学习投入与大学生学习倦怠之间的关系，对于PGI水平高的大学生来说，学习投入对学习倦怠影响更大。结论:学习动机可以直接影响学习倦怠，也经由学习投入间接影响学习倦怠，且个人成长主动性可以调节学习动机通过影响学习投入间接影响学习倦怠的中介路径。
Abstract：Objective:To explore the effect of learning motivation on academic burnout and to investigate the mediating effect of academic engagement on the relationship between learning motivation and academic burnout as well as the moderated effect of personal growth initiative on this mediating process.Methods:A total of 458 college students were employed as subjects, questionnaires of learning motivation scale, college students' academic burnout scale, academic engagement scale and personal growth initiative II scale were conducted.The structural equation model was established by Mplus 7.0.Results:(1) Learning motivation significantly negatively predicted academic burnout(β=-0.36,SE=0.06,95%CI=[-0.477,-0.235]).(2) Academic engagement played a complete mediating role between learning motivation and academic burnout(β=-0.47,SE=0.10,95%CI[-0.663,-0.291]).Vitality and dedication played a complete mediating role between learning motivation and depression(vitality: β=-0.24,SE=0.06,95% CI[-0.362,-0.149];dedication: β=-0.36,SE=0.07,95%CI[-0.502,-0.232]),misconduct(vitality: β=-0.17,SE=0.04,95%CI[-0.271,-0.104];dedication: β=-0.27,SE=0.06,95%CI[-0.399,-0.165])and low sense of achievement(vitality: β=-0.19,SE=0.04,95% CI[-0.287,-0.123];dedication: β=-0.35,SE=0.07,95%CI[-0.485,-0.221]).Concentration played a partial mediating role between learning motivation and depression(β=-0.19,SE=0.04,95%CI[-0.284,-0.116]),misconduct(β=-0.16,SE=0.04,95%CI[-0.249,-0.081]),and played a complete mediating role between learning motivation and low sense of achievement(β=-0.20,SE=0.04,95%CI[-0.293,-0.139]).(3) The mediating effect of academic engagement was regulated by personal growth initiative(β=-0.13,SE=0.05,P<0.01).The personal growth initiative played a moderating role between academic engagement and academic burnout.For college students with high level of personal growth initiative, academic engagement had a greater impact on academic burnout.Conclusion:Learning motivation affects academic burnout directly and indirectly through academic engagement, and personal growth initiative can adjust learning motivation and affect academic burnout by affecting academic engagement.
[1]Tuominen-Soini H,Salmela-Aro K.Schoolwork engagement and burnout among Finnish high school students and young adults:Profiles,progressions,and educational outcomes[J].Dev Psychol,2014,50(3):649-662
[2]Jiang Yan.Problematic social media usage and anxiety among university students during the COVID-19 pandemic:The mediating role of psychological capital and the moderating role of academic burnout[J].Frontiers in Psychology,2021,12(05):1-12
[3]Araoz E,Ramos N,Uchasara H.Burnout academico en estudiantes universitarios peruanos[J].Apuntes Universitarios,2021,11(2):48-62
[4]Osorio M,Parrello S,Prado C.Burnout academico en una muestra de estudiantes universitarios mexicanos[J].Ensenanza e Investigacion en Psicología,2020,2(1):27-37
[5]Wang J,Bu L,Li Y,et al.The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic:A cross-sectional study[J].Nurse Education Today,2021,102:104938
[6]Aguayo R,Canadas G,Assbaa-Kaddouri L,et al.A risk profile of sociodemographic factors in the onset of academic burnout syndrome in a sample of university students[J].International Journal of Environmental Research and Public Health,2019,16(5):707-716
[7]Capri B,Ozkendir O M,Ozkurt B,et al.General self-efficacy beliefs,life satisfaction and burnout of university students[J].Procedia-Social and Behavioral Sciences,2012,47(1):968-973
[8]Kim B,Jee S,Lee J,et al.Relationships between social support and student burnout:A meta-analytic approach[J].Stress Health,2018,34(1):127-134
[9]Wang M,Guan H,Li Y,et al.Academic burnout and professional self-concept of nursing students:A cross-sectional study[J].Nurse Education Today,2019,77:27-31
[10]Rehman A U,Bhuttah T M,You X.Linking burnout to psychological well-being:The mediating role of social support and learning motivation[J].Psychology Research and Behavior Management,2020,13:545-554
[11]李晓玉，乔红晓，刘云，等.中学生领悟教师情感支持对学习倦怠的影响：有中介的调节效应[J].中国临床心理学杂志，2019,27(2):414-417
[12]Alhadabi A,Aldhafri S,Alkharusi H,et al.Modelling parenting styles,moral intelligence,academic self-efficacy and learning motivation among adolescents in grades 7-11[J].Asia Pacific Journal of Education,2019,39(1):1-21
[13]Schaufeli W B,Salanova M,González-Romá V,et al.The measurement of engagement and burnout:A two sample confirmatory factor analytic approach[J].Journal of Happiness Studies,2002,3(1):71-92
[14]Maricuoiu L P,Sulea C.Evolution of self-efficacy,student engagement and student burnout during a semester.A multilevel structural equation modeling approach[J].Learning and Individual Differences,2019,76:1-7
[15]Wefald A J,Downey R G.Construct dimensionality of engagement and its relation with satisfaction[J].Journal of Psychology,2009,143(1):91-111
[16]Akanni A A,Kareem D B,Oduaran C A.Emotional intelligence and work engagement among bank workers:Moderated mediation model of ethical leadership and job burnout[J].International Journal of Work Organisation and Emotion,2019,10(4):357-371
[17]Mega C,Ronconi L,Beni R D.What makes a good student?how emotions,self-regulated learning,and motivation contribute to academic achievement[J].Journal of Educational Psychology,2014,106(1):121-131
[18]黄海雁，许国成，付莹.大学生成就目标定向与学习投入的关系：时间管理倾向的中介作用[J].心理学探新，2017,37(4):375-379
[19]Martin A J,Ginns P,Papworth B.Motivation and engagement:Same or different?Does it matter?[J].Learning & Individual Differences,2017,55:150-162
[20]Chen H.The influence of college students' learning motivation and beliefs on learning engagement and metacognitive regulation strategies[J].Social Values & Society(SVS),2019,1(2):1-5
[21]Robitschek C.Life/career renewal:An intervention for vocational and other life transitions[J].Journal of Career Development,1997,24(2):133-146
[22]Robitschek C,Ashton M W,Spering C C,et al.Development and psychometric evaluation of the Personal Growth Initiative Scale-II[J].Journal of Counseling Psychology,2012,59(2):274-287
[23]Celik E.Mediating and moderating role of academic self-efficacy in the relationship between student academic support and personal growth initiative[J].Australian Journal of Career Development,2015,24(2):105-113
[24] Yang H,Chang E C.Examining the structure,reliability,and validity of the Chinese personal growth initiative scale-II:Evidence for the importance of intentional self-change among Chinese[J].Journal of Personality Assessment,2014,96(5):559-566
[25]Walburg V.Burnout among high school students:A literature review[J].Children & Youth Services Review,2014,42:28-33
[26]邓选梅.大学生个人成长主动性与学习倦怠的关系研究[J].文山学院学报，2019,32(4):104-108
[27]朱倩倩.大学生个人成长主动性，自我概念和抑郁的关系研究[D].西安：陕西师范大学，2015
[28]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
[29]方来坛，时勘，张风华.中文版学习投入量表的信效度研究[J].中国临床心理学杂志，2008,16(6):618-620
[30]田澜，潘伟刚.大学生学习动机问卷的初步编制[J].社会心理科学，2006,21(6):682-686
[31]Klein A,Moosbrugger H.Maximum likelihood estimation of latent interaction effects with the LMS method[J].Psychometrika,2000,65(4):457-474
[32]吴艳，温忠麟.结构方程建模中的题目打包策略[J].心理科学进展，2011,19(12):1859-1867
[33]Hayes A F.Introduction to mediation,moderation,and conditional process analysis:A regression-based approach[M].Journal of Educational Measurement,2013,51(3):335-337
[34]Guay F,Ratelle C F,Chanal J,et al.Optimal learning in optimal contexts:The role of self-determination in education[J].Canadian Psychology/Psychologie Canadienne,2008,49(3):233-240
[35]Brophy J E.Motivating Students to Learn[M].MCGRAW-HILL,2008:42-44
[36]Yang H J.Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical vocational colleges[J].International Journal of Educational Development,2004,24(3):283-301
[37]Deci E L,Ryan R M.The "What" and "Why" of goal pursuits:Human needs and the self-determination of behavior[J].Psychological Inquiry,2000,11(4):227-268
[38]Li X,Rong H.A revise of the UWES-S of Chinese college samples[J].Psychological Research,2010,3(1):84-88
[39]赵瑞，马德功.师范院校大学生学习投入状况调查研究[J].保健医学研究与实践，2014,11(3):24-26
[40]王小凤，燕良轼.中学生良心与学业成就的关系：学习投入的中介作用[J].心理学探新，2019,39(1):77-82
[41]Boulton C A,Hughes E,Kent C,et al.Student engagement and wellbeing over time at a higher education institution[J].PLoS One,2019,14(11),e0225770
[42] Liu H,Yansane A I,Zhang Y,et al.Burnout and study engagement among medical students at Sun Yat-sen University,China:A cross-sectional study[J].Medicine,2018,97(15):e0326
[43]Cazan A-M.Learning motivation,engagement and burnout among university students[J].Procedia-Social and Behavioral Sciences,2015,187:413-417
[44]Salmela-Aro K.Motivation,Burnout,and engagement during critical transitions from school to work[M].Springer Netherlands,2012
[45]Brooks S K,Webster R K,Smith L E,et al.The psychological impact of quarantine and how to reduce it:Rapid review of the evidence[J].The Lancet,2020,395(10227):912-920
[46]Cao W,Fang Z,Hou G,et al.The psychological impact of the COVID-19 epidemic on college students in China[J].Psychiatry Research,2020,287:112934
[47]Brook J S,Whiteman M,Gordon A S,et al.Dynamics of childhood and adolescent personality traits and adolescent drug use[J].Developmental Psychology,1986,22(3):403-414
[48]Hardin E E,Weigold I K,Robitschek C,et al.Self-discrepancy and distress:The role of personal growth initiative[J].Journal of Counseling Psychology,2007,54(1):86-92
[49]Liang-Cheng L,Cheng Y,Xue J J,et al.Initial analysis of the influence of gratitude on relationship between mental resilience of college students and their learning engagement[J].Journal of Lanzhou Jiaotong University,2012,31(2):183-185
[50]龚少英，韩雨丝，王祯，等.基于计算机的反馈复杂性和先前知识对学习的影响[J].心理与行为研究，2019,17(6):765-772
基本信息:
DOI：10.13342/j.cnki.cjhp.2022.09.022
中图分类号:G442
引用信息:
[1]向祖强,马芳芳,周淼,等.学习动机对学习倦怠的影响：学习投入的中介作用和个人成长主动性的调节作用[J].中国健康心理学杂志,2022,30(09):1394-1400.DOI:10.13342/j.cnki.cjhp.2022.09.022.
基金信息:
广东省哲学社会科学规划项目(编号：GD20CXL07)