摘要
目的了解少数民族大学生学习压力、学业效能感、学习倦怠状况及三者间的关系,为促进少数民族大学生学习提供参考。方法使用学习倦怠量表、学习应激事件量表、学习自我效能感量表,对大理大学、贵州民族大学、广西民族大学、石河子大学、新疆师范大学、西藏民族大学、西藏大学农牧学院、云南民族大学8所本科院校全日制在校1 119名少数民族大学生进行测量。结果少数民族大学生学习压力、学业效能感及学习倦怠处于中等水平,但"学习困难"特点明显(53.4%)。学业能力效能总体上表现为低年级高于高年级(P<0.05),城市和农村生源在能力效能感上差异有统计学意义(t=3.03,P<0.01),医科专业学生行为效能感低于其他专业(P<0.05)。学习倦怠各维度在性别、年级、生源地及专业方面存在不同程度的差异(t=2.42~5.46,P值均<0.05)。线性回归分析结果表明,学习压力、能力效能正向预测情绪低落(β值分别为0.07,0.22,P值均<0.01),行为效能感负向预测情绪低落(β=-0.58,P<0.01);能力效能、行为效能负项预测行为不当和成就感低(β值分别为-0.12,-0.54;-0.57,-0.21,P值均<0.01)。结论少数民族大学生学习压力、学业效能感及学习倦怠中等。学习压力、学业效能感对学习倦怠有影响。
Objective To understand the relationship among learning stress, self efficiency and learning burnout among minority college students, and to provide reference for the promotion of their learning. Methods A total of 1 119 students of minor- ity nationalities were measured by learning burnout scale, learning stress event scale and learning self-efficacy scale. Results Mi- nority college students＂ learning stress, learning efficacy and learning burnout were on the middle level, but the proportion of students with learning difficulties was at the highest（ 53.4%）. There was a negative correlation between academic performance, be- havior efficacy and grade（r=-0.10, -0.07, P〈0.01）. The urban and rural students were statistically different in self-efficacy（ t= 3.03, P〈0.01）. There were some statistical differences in professional efficacy（P〈0.01）. And different variations of learning burn- out can be found in gender, grade, birth places of students and their professions（t=-0.13, 5.46, P〈0.01）. According to the re- sults of regression analysis, there was a positive correlation between learning stress, ability efficacy and depression（β= 0.07, 0.22, P〈0.01）, and a negative correlation between behavioral performance and learning pressure（β=-0.58, P〈0.01）. Moreover, self-ef- ficacy and achievement or achievement were also found negatively correlated（β=-0.12, -0.54; -0.57, -0.21, P〈0.01）. Conclu- sion The minority college students suffer from moderate learning pressure, learning burnout and learning self-efficacy, and learn- ing stress and self-efficacy can affect learning burnout.
出处
《中国学校卫生》
CAS
北大核心
2017年第5期689-692,共4页
Chinese Journal of School Health
基金
2014年教育部哲学社会科学研究重大课题攻关项目(14JZD048)
关键词
学习
压力
精神卫生
回归分析
学生
Learning
Pressure
Mental health
Regression analysis
Students
