父母教养方式与中学生学业倦怠的关系:自我概念的中介作用
Effect of Parental Rearing Styles on Learning Burnout of Middle School Students:The Mediating Role of Self-concept

以社会认知理论为基础,使用父母教养方式、自我描述问卷和学业倦怠问卷对1201名中学生进行施测,探讨了中学生父母教养方式、自我概念和学业倦怠之间的关系。研究发现:(1)积极的父母教养方式与学业倦怠及其三维度呈显著负相关,与学业、非学业自我概念呈显著正相关;消极的父母教养方式与学业倦怠呈现显著正相关,与学业、非学业自我概念显著负相关;学业、非学业自我概念与学业倦怠及其三维度都具有显著负相关;(2)学业自我概念与非学业自我概念在积极、消极父母教养方式与学业倦怠关系间起部分中介作用。
The present study investigated the relationships between parental rearing styles, self-concept and learning burnout in middle school students. EMBU-Chinese version, Questionnaires of Self-Description (SDQⅡ) and Modified Maslach Burnout Inventory-Student Survey (MBI) were administered to 1201 middle school students. Correlation analysis indicated that positive parental rearing styles were positively associated with academic self-concept, non-academic self-concept, and were negatively associated with learning burnout, whereas negative parental rearing styles were negatively related to academic self-concept, non-academic self-concept, and were positively related to learning burnout. Self-concept, non-academic self-concept were significantly correlated with learning burnout. Structural equation analysis showed that self-concept and non-academic self-concept separately mediated the relationship between positive parental rearing styles, negative parental rearing styles and leaning burnout.