健康与遗传心理学研究室知识库

本研究以国内中等职业学校学生为代表，研究职校生学习倦怠的表现并试图建立学习倦怠的定义。此外还探讨了与学习倦怠相关的社会支持，并试图证明不同社会支持对学习倦怠的预防作用。

本研究分三部分进行:第一部分访谈研究，旨在探寻学习倦怠在国内职校生中的表现，构建学习倦怠的定义。第二部分在质的研究基础上编制相关量表，并运用心理测量学的原理对之进行修订，以作为下一步研究的有效工具。编制的量表主要有:(1)学习倦怠量表;(2)社会支持量表。第三部分是量化研究，通过问卷收集的数据，分析各种社会支持以及被试特征与学习倦怠的关系，对学习倦怠进行回归分析。

本研究的主要结论如下:

1)本研究编制的学习倦怠量表分为学习疏远、学习疲倦、低学习效能三个分量表，分别对应MBI(Maslach Burnout Inventory, Maslach倦怠量表)中的讥消态度、衰竭和专业自我效能感降低。各分量表的信效度指标良好。学习倦怠量表可用于学习倦怠方面的研究;

2)本研究编制社会支持问卷从学校物质环境支持、学校组织环境支持、学校人际情感支持、家庭环境支持及社会环境支持对职校生的社会支持情况进行测量。各分量表的信效度指标良好。社会支持量表可用于职校生的社会支持方面的研究;

3)男生学习疏远、学习疲倦、低学习效能、学习倦怠总分均高于女生;担任班干部的学生在学习疏远、学习倦怠及低学习效能方面显著低于没有担任学生干部的学生;母亲文化程度高的学生群体在学习疏远、学习疲倦方面显著高于母亲文化程度低的学生群体;高年级学生在学习疏远方面显著高于低年级学生;学习疏远、学习疲倦及低学习效能方面受专业影响;考试排名靠前的学生在学习疏远、学习疲倦及低学习效能方面显著低于考试排名靠后的学生;班主任较年轻的学生群体在学习疏远、学习疲倦及低学习效能方面显著低于班主任年龄较大的学生群体；

4)学校物质环境支持、学校组织文化环境支持、学校人际情感环境支持、家庭环境支持与社会环境支持与学习倦怠各因子均有显著负相关;

5)自我效能与学习倦怠各因子有显著负相关

6)神经质、面子和防御性与学习倦怠各维度和总分呈不同程度正相关，外倾性、开放性、宜人性、严谨性及和谐性与学习倦怠各维度及总分呈不同程度的负相关(但低学习效能与宜人性、面子、防御性相关不显著，开放性与学习疲倦相关不显著)，人情取向与学习倦怠各维度相关不显著;

7)自我效能·学校组织环境支持·学校人际触支坪性对学习倦怠总分有显著的预防作用;

This study teas about middle vocational school students' learning burnout (LBO) in Mainland China. It teas intended to investigate the manifestations of middle school learning-burnout and to dune learning burnout. furthermore, this study discussed learning-supporting related with learning-burnout9 and tried to prove that which kind of social-supporting prevent learning-burnout.

This study was composed of three parts: The first part was an interview study, which aimed to investigate the manifestations of SBO of vocational school students in Mainland China and to conceive the definition of SBO. The second part vase the construction and revision of relevant scales, which vase based on previous qualitative study and the principles of psychological testing. The revised scales include: (1) beaming-Burnout Scale for Students (LBOS-S); (2) Social-Supporting Questionnaire of vocational school students (SSQ-VSS). The third part was a quantitative study. Data was collected from a sample middle school students and the procedure of data processing was as follows: first, analyzing the relationships between all kinds of social-supporting, subjects' characteristics and learning-burnout; secondly, conducting a regression analysis on learning-burnout.

The main conclusions of this study wire:

1)The learning-burnout scale for students (LBOS-S) in this study was divided into three subscales, namely: learning remoteness, learning fatigue and lower learning-effectiveness, corresponding with the cynicism, exhaustion, and decreased professional self-efficacy in the Maslach Burnout Inventory (MBI) respectively. The reliability and validity of all subscales were food. The scale can be used for studies on learning-burnout of students.

2)The questionnaire for social-supporting of vocational school students in this study measured the social supporting} of vocational school students by six aspects: school substance environment supporting school organization environment supporting, school emotion among people supporting, family environment supporting and society environment supporting. The reliability and validity of all subscales were food. The questionnaire for social supporting of vocational school students can be used for the study about social-supporting of vocational school students.

3) Students of male scored higher than the students of female fact of Learning-burnout. Students of not acting as managers from pupils higher those of acting as mangers s from pupils in every fact of learning-burnout. Students of the higher educated level of mother scored higher than those of the lower educated levels of mother in learning remoteness and learning fatigue. Students of higher grades scores higher than those of lower grades in learning remoteness. All factors of learning-burnout had significant difference in specialties. Student of taking the lead in class about learn achieves scored higher those of falling behind ire class in every fact of learning-burnout. Students of the leader of class being elder higher those of the leader of class being younger in every fact of learning-burnout.

4) Every factor of learning burnout had significant negative correlation with. school substance environment supporting, school organization environment supporting, school emotion among people supporting, family environment supporting, society environment supporting.

5) Every factor of learning burnout had significant negative correlation with self efficacy.

6) Every factor of learning burnout had significant negative correlation with Extraversion, Openness, Agreeableness, Conscientiousness and Harmony, having significant positive correlation with Neuroticism, Face and Defensiveness, and had not significant correlation with Renqing (Lower learning-effectiveness had not significant correlation with Agreeableness, face and Defensiveness. Learning fatigue had not significant correlation with Openness).

7) The stepwise regression showed that self efficacy supporting, school organization environment supporting, school emotion among people and self-efficacy had importantly prevented to learning burnout.