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初中生班级团体依恋、自悯与学习倦怠的关系
引用本文:江永强,邵云天,蔺秀云,何先友. 初中生班级团体依恋、自悯与学习倦怠的关系[J]. 心理发展与教育, 2018, 34(4): 472-480. DOI: 10.16187/j.cnki.issn1001-4918.2018.04.11
作者姓名:江永强  邵云天  蔺秀云  何先友
作者单位:1. 北京师范大学心理学部, 发展心理研究院, 北京 100875;2. 华南师范大学心理学院, 广州 510631
基金项目:北京市“十三五”教育科学规划2017年度重点课题(BAEA17039);2016年度北京市自然科学基金(7162115);2013年教育部人文社科基地自主项目。
摘    要:本研究采用青少年学习倦怠量表、班级团体依恋问卷、自悯量表、青少年父母同伴依恋问卷、生活满意度量表、和自编学业满意度问题对658名初中生进行问卷调查,考察当代初中生对其所在班级的团体依恋和自悯与学习倦怠之间的关系,并检验自悯在班级团体依恋和学习倦怠关系中的中介作用。结果发现:在控制了人口学变量、父母依恋、同伴依恋、学业满意度和生活满意度之后,(1)班级团体依恋焦虑和回避均能显著正向预测学习倦怠;(2)自悯显著负向预测学习倦怠;(3)自悯在班级团体依恋焦虑和学习倦怠的关系中起到完全中介的作用,而在班级团体依恋回避和学习倦怠的关系中起部分中介的作用。研究结果对于从班级团体依恋和自悯的角度理解中学生学习倦怠具有重要意义。

关 键 词:初中生  班级团体依恋  自悯  学习倦怠  

The Associations among Class Group Attachment,Self-compassion,and Learning Burnout among Junior Middle School Students
JIANG Yongqiang,SHAO Yuntian,LIN Xiuyun,HE Xianyou. The Associations among Class Group Attachment,Self-compassion,and Learning Burnout among Junior Middle School Students[J]. Psychological Development and Education, 2018, 34(4): 472-480. DOI: 10.16187/j.cnki.issn1001-4918.2018.04.11
Authors:JIANG Yongqiang  SHAO Yuntian  LIN Xiuyun  HE Xianyou
Affiliation:1. Faculty of Psychology, Institute of Developmental Psychology, Beijing Normal University, Beijing 100875;2. School of Psychology, South China Normal University, Guangzhou 510631
Abstract:To explore the associations among class group attachment (anxiety and avoidance), self-compassion, and leaning burnout, and examine the mediating role of self-compassion in the association between class group attachment and learning burnout, this study investigated a sample of 658 junior middle school students by using the Learning Burnout scale, Social Group Attachment scale (toward class collective), Self-Compassion scale, Inventory of Parent and Peer Attachment, Life Satisfaction scale, and Grade Satisfaction. Results from regression analyses revealed that:after controlling for the demographic variables, attachment to parents and peers, life satisfaction and grade satisfaction, (1) both class group attachment anxiety and avoidance positively related to learning burnout; (2) self-compassion negatively predicted learning burnout; and (3) self-compassion mediated the association between class group attachment anxiety and learning burnout partially, and association between class group attachment avoidance and learning burnout fully. These findings contribute to understanding learning burnout among junior middle school students from group attachment and self-compassion.
Keywords:junior middle school students  class group attachment  self-compassion  learning burnout  
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