【摘要】：由于學(xué)習(xí)競(jìng)爭(zhēng)的激烈和學(xué)習(xí)壓力的不斷增加,越來(lái)越多的初中生存在倦怠學(xué)習(xí)的情緒,而這種在初中生中蔓延的學(xué)習(xí)倦怠現(xiàn)象開(kāi)始受到越來(lái)越多社會(huì)人士的關(guān)注。據(jù)相關(guān)研究發(fā)現(xiàn),心理資本和它的四個(gè)維度自信、樂(lè)觀、希望、韌性對(duì)學(xué)習(xí)倦怠有重要影響,而社會(huì)支持作為重要的外部因素對(duì)學(xué)習(xí)倦怠有預(yù)測(cè)作用。本研究以某中學(xué)580位初中生為研究為對(duì)象并以積極心理資本問(wèn)卷、中學(xué)生學(xué)習(xí)倦怠問(wèn)卷和社會(huì)支持評(píng)定量表為測(cè)量工具,對(duì)當(dāng)前初中生心理資本以及學(xué)習(xí)倦怠的基本情況進(jìn)行調(diào)查,并探究了心理資本、社會(huì)支持、學(xué)習(xí)倦怠三者之間的關(guān)系,同時(shí)在針對(duì)初中生的學(xué)習(xí)倦怠受到心理資本影響這一過(guò)程中,社會(huì)支持所起到的作用進(jìn)行了討論分析。數(shù)據(jù)結(jié)果應(yīng)用SPSS17.0以及Amos17.0軟件進(jìn)行統(tǒng)計(jì)分析。研究所得出的主要結(jié)論如下:1.初中生的心理資本總分及自我效能、韌性、希望、樂(lè)觀四個(gè)維度在年級(jí)上均沒(méi)有顯著差異。心理資本總分及韌性、希望、樂(lè)觀維度同樣也并沒(méi)有因性別差異而表現(xiàn)出很大的不同,但是在自我能效方面,女生所表現(xiàn)出來(lái)的水平明顯要低于男生。在學(xué)習(xí)倦怠方面,初中生并沒(méi)有在年級(jí)上存在顯著差異。在情緒耗竭、學(xué)習(xí)低效能感、生理耗竭各個(gè)維度上,三個(gè)年級(jí)的學(xué)生也有顯著差異,而在師生疏離維度上,三個(gè)年級(jí)的學(xué)生沒(méi)有顯著的差異。男女生在學(xué)習(xí)倦怠總分及其各維度在均沒(méi)有顯著差異。初中生的社會(huì)支持總分及主觀支持、支持利用度方面在年級(jí)上均有顯著差異,但在客觀支持上三個(gè)年級(jí)的學(xué)生沒(méi)有顯著差異。社會(huì)支持總分及各維度在性別上均沒(méi)有顯著差異。2.心理資本不同的學(xué)生表現(xiàn)出來(lái)的學(xué)習(xí)倦怠程度也不相同,心理資本與學(xué)習(xí)倦怠呈顯著負(fù)相關(guān),即學(xué)生心理資本水平處于較高的水平,那么所表現(xiàn)出來(lái)的學(xué)習(xí)倦怠程度較低,心理資本對(duì)學(xué)習(xí)倦怠有預(yù)測(cè)作用。3.心理資本與社會(huì)支持存在顯著正相關(guān)。4.不同社會(huì)支持度的學(xué)生,所表現(xiàn)出來(lái)的學(xué)習(xí)倦怠水平存在較大的差異性,初中生社會(huì)支持與學(xué)習(xí)倦怠呈現(xiàn)顯著負(fù)相關(guān)。5.社會(huì)支持在心理資本與學(xué)習(xí)倦怠的關(guān)系中具有中介作用。心理資本、社會(huì)支持對(duì)學(xué)習(xí)倦怠有一定的預(yù)測(cè)效果。
[Abstract]:Because of the fierce learning competition and the increasing pressure of learning, more and more junior high school students have the feeling of learning burnout, and the phenomenon of learning burnout spread among junior high school students is getting more and more attention. According to relevant studies, psychological capital and its four dimensions of self-confidence, optimism, hope and resilience have an important impact on learning burnout, while social support as an important external factor can predict learning burnout. In this study, 580 junior middle school students in a middle school were selected as subjects, and positive psychological capital questionnaire, learning burnout questionnaire and social support rating scale were used as measuring tools. This paper investigates the psychological capital of junior high school students and the basic situation of learning burnout, and probes into the relationship among psychological capital, social support and learning burnout. At the same time, the role of social support in the process of junior high school students' learning burnout affected by psychological capital is discussed and analyzed. The data were analyzed by SPSS17.0 and Amos17.0 software. The main conclusions of the study are as follows: 1. There were no significant differences among the four dimensions of mental capital, self-efficacy, resilience, hope and optimism in the grade of junior high school students. The total score of psychological capital and resilience, hope that the optimistic dimension also did not show a significant difference in gender differences, but in terms of self-energy efficiency, girls are significantly lower than boys in the level of performance. In terms of learning burnout, junior high school students have no significant difference in grade. There were significant differences among the three grades in the dimensions of emotional exhaustion, low learning efficacy and physiological exhaustion, but there was no significant difference between the three grades in the alienation of teachers and students. There was no significant difference in the total score of learning burnout and its dimensions between male and female students. The total score of social support and subjective support of junior high school students were significantly different in grade, but there was no significant difference in objective support for students in three grades. There was no significant difference in the total score of social support and in each dimension. 2. 2. The degree of learning burnout of students with different psychological capital is also different. There is a significant negative correlation between psychological capital and learning burnout, that is, the level of students' psychological capital is at a higher level, then the degree of learning burnout is low. Psychological capital can predict learning burnout. There is a significant positive correlation between psychological capital and social support. Students with different levels of social support showed significant differences in learning burnout, and there was a significant negative correlation between social support and learning burnout of junior high school students. Social support plays an intermediary role in the relationship between psychological capital and learning burnout. Psychological capital and social support can predict learning burnout.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 溫忠麟;葉寶娟;;中介效應(yīng)分析:方法和模型發(fā)展[J];心理科學(xué)進(jìn)展;2014年05期

2 黎亞軍;高燕;;初中生學(xué)習(xí)倦怠特點(diǎn)及其與自尊、社會(huì)支持的關(guān)系[J];中國(guó)健康心理學(xué)雜志;2013年03期

3 付立菲;張闊;;大學(xué)生積極心理資本與學(xué)習(xí)倦怠狀況的關(guān)系[J];中國(guó)健康心理學(xué)雜志;2010年11期

4 張闊;張賽;董穎紅;;積極心理資本:測(cè)量及其與心理健康的關(guān)系[J];心理與行為研究;2010年01期

5 柯江林;孫健敏;李永瑞;;心理資本:本土量表的開(kāi)發(fā)及中西比較[J];心理學(xué)報(bào);2009年09期

6 溫磊;七十三;張玉柱;;心理資本問(wèn)卷的初步修訂[J];中國(guó)臨床心理學(xué)雜志;2009年02期

7 陳紅香;吳建紅;晏賽君;;高中生學(xué)習(xí)倦怠與應(yīng)對(duì)方式、社會(huì)支持的關(guān)系分析[J];山西師大學(xué)報(bào)(社會(huì)科學(xué)版);2009年02期

8 田喜洲;;從人力資本、社會(huì)資本到心理資本——人力資源管理的新取向[J];商業(yè)研究;2009年01期

9 樊琪;程佳莉;;學(xué)習(xí)惰性研究綜述[J];心理科學(xué);2008年06期

10 王翠榮;;高職學(xué)生學(xué)習(xí)倦怠與學(xué)業(yè)自我效能感及社會(huì)支持的關(guān)系研究[J];中國(guó)健康心理學(xué)雜志;2008年07期

相關(guān)博士學(xué)位論文 前1條

1 方必基;青少年學(xué)生心理資本結(jié)構(gòu)、特點(diǎn)、相關(guān)因素及團(tuán)體干預(yù)研究[D];福建師范大學(xué);2012年

相關(guān)碩士學(xué)位論文 前10條

1 豆建;心理資本、社會(huì)支持對(duì)大學(xué)生人際關(guān)系的影響研究[D];西北大學(xué);2014年

2 王良純;大學(xué)生積極心理資本、社會(huì)支持與校園生活滿意度的關(guān)系研究[D];云南師范大學(xué);2014年

3 彭戀婷;初中生心理資本、數(shù)學(xué)焦慮和數(shù)學(xué)成績(jī)的關(guān)系研究[D];湖北大學(xué);2014年

4 郭曉慧;高中生的學(xué)習(xí)倦怠與學(xué)習(xí)壓力、心理資本的關(guān)系[D];山東師范大學(xué);2013年

5 馬麗榮;初中生家庭教養(yǎng)方式、師生關(guān)系與學(xué)習(xí)倦怠的關(guān)系研究[D];陜西師范大學(xué);2012年

6 尹子臣;大學(xué)生學(xué)習(xí)倦怠與心理資本、應(yīng)對(duì)方式關(guān)系研究[D];四川農(nóng)業(yè)大學(xué);2012年

7 張坤杰;初中生學(xué)習(xí)倦怠和心理健康的關(guān)系及對(duì)策研究[D];天津師范大學(xué);2012年

8 張靜;高中生社會(huì)支持、學(xué)業(yè)自我效能感與學(xué)習(xí)倦怠的關(guān)系研究[D];山西師范大學(xué);2012年

9 周利霞;大學(xué)生心理資本問(wèn)卷編制及其相關(guān)因素研究[D];上海師范大學(xué);2012年

10 陳妍;高中生考試失敗歸因、應(yīng)對(duì)方式與學(xué)習(xí)倦怠的關(guān)系研究[D];曲阜師范大學(xué);2011年

，

本文編號(hào)：2206017