發(fā)布時間：2018-03-14 20:11

  本文選題：學(xué)習(xí)　切入點：壓力　出處：《中國學(xué)校衛(wèi)生》2017年05期 　論文類型：期刊論文

【摘要】：目的了解少數(shù)民族大學(xué)生學(xué)習(xí)壓力、學(xué)業(yè)效能感、學(xué)習(xí)倦怠狀況及三者間的關(guān)系,為促進少數(shù)民族大學(xué)生學(xué)習(xí)提供參考。方法使用學(xué)習(xí)倦怠量表、學(xué)習(xí)應(yīng)激事件量表、學(xué)習(xí)自我效能感量表,對大理大學(xué)、貴州民族大學(xué)、廣西民族大學(xué)、石河子大學(xué)、新疆師范大學(xué)、西藏民族大學(xué)、西藏大學(xué)農(nóng)牧學(xué)院、云南民族大學(xué)8所本科院校全日制在校1 119名少數(shù)民族大學(xué)生進行測量。結(jié)果少數(shù)民族大學(xué)生學(xué)習(xí)壓力、學(xué)業(yè)效能感及學(xué)習(xí)倦怠處于中等水平,但"學(xué)習(xí)困難"特點明顯(53.4%)。學(xué)業(yè)能力效能總體上表現(xiàn)為低年級高于高年級(P0.05),城市和農(nóng)村生源在能力效能感上差異有統(tǒng)計學(xué)意義(t=3.03,P0.01),醫(yī)科專業(yè)學(xué)生行為效能感低于其他專業(yè)(P0.05)。學(xué)習(xí)倦怠各維度在性別、年級、生源地及專業(yè)方面存在不同程度的差異(t=2.42~5.46,P值均0.05)。線性回歸分析結(jié)果表明,學(xué)習(xí)壓力、能力效能正向預(yù)測情緒低落(β值分別為0.07,0.22,P值均0.01),行為效能感負向預(yù)測情緒低落(β=-0.58,P0.01);能力效能、行為效能負項預(yù)測行為不當(dāng)和成就感低(β值分別為-0.12,-0.54;-0.57,-0.21,P值均0.01)。結(jié)論少數(shù)民族大學(xué)生學(xué)習(xí)壓力、學(xué)業(yè)效能感及學(xué)習(xí)倦怠中等。學(xué)習(xí)壓力、學(xué)業(yè)效能感對學(xué)習(xí)倦怠有影響。
[Abstract]:Objective to understand the learning stress, academic efficacy, learning burnout and their relationship among ethnic minority college students, and to provide a reference for promoting the learning of minority college students. Methods Learning Burnout scale and Learning stress events scale were used. Self-efficacy scale for Learning, Dali University, Guizhou University for nationalities, Guangxi University for nationalities, Shihezi University, Xinjiang normal University, Tibet University for nationalities, College of Agriculture and Animal Husbandry, Tibet University, A total of 1,119 ethnic minority students were measured in 8 undergraduate colleges of Yunnan University for nationalities. Results the learning pressure, academic efficacy and learning burnout of ethnic minority students were at the middle level. However, the characteristics of "learning difficulties" are obviously 53.40.Achievement efficacy of academic ability is generally higher than that of higher grades (P0.05). There is a significant difference between urban and rural students in the sense of competence efficacy, and the behavioral efficacy of medical students is lower than that of medical students. His major is P0.05. the dimensions of learning burnout are gender, There were significant differences in grades, places of origin and majors in different degrees (P = 0.05). The results of linear regression analysis showed that the learning stress, Ability efficacy positively predicted depression (尾 = 0.07 鹵0.22 P, P = 0.01), behavioral efficacy negatively predicted depression (尾 -0.58%, P 0.01). Negative item of behavioral efficacy predicted poor behavior and low sense of achievement (尾 = -0.12) -0.54 ~ (-0.54) -0.57 ~ (-0.21) P respectively. Conclusion Learning stress, academic efficacy and learning burnout of minority college students are moderate, and learning stress and academic efficacy have influence on learning burnout.
【作者單位】： 西藏民族大學(xué)教育學(xué)院;
【基金】：2014年教育部哲學(xué)社會科學(xué)研究重大課題攻關(guān)項目(14JZD048)
【分類號】：G442

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本文編號：1612727