中学生羞怯对学业倦怠的影响：一个交叉滞后模型
The Effect of Shyness on Academic Burnout in Secondary School Students: A Cross-Lagged Model

本研究旨在考察中学生羞怯与学业倦怠的关系及其作用机制。选取江西省德安县某中学的八年级的学生为被试，采用羞怯量表、社交焦虑量表、青少年学习倦怠量表和一般自我效能感量表对量表，通过间隔为12个月的三次追踪，最终选取三次都参加施测的被试共217人作为研究对象，并对收集数据进行交叉滞后分析，探究羞怯、自我效能感、社交焦虑与学业倦怠之间是否存在相互预测关系。结果表明：(1) 羞怯与社交焦虑、学业倦怠两两呈显著正相关；自我效能感其余三个变量呈显著负正相关。(2) T1时间点羞怯可以通过T2时间点社交焦虑预测T3时间点学业倦怠。综上，研究发现中学生的羞怯特质能直接对学业倦怠水平产生正向影响，且过低的自我效能感和过高的社交焦虑会加重中学生的学业倦怠水平，说明羞怯个体需要尽可能保持身心愉悦，提高自我效能感才能更好地降低学业倦怠的出现。
The purpose of this study was to examine the relationship between shyness and academic burnout and its mechanism of action in secondary school students. The eighth grade students of a middle school in De’an County, Jiangxi Province were selected as subjects, and the shyness scale, social anxiety scale, adolescent burnout scale and general self-efficacy scale were used to track the students three times at 12-month intervals, and a total of 217 subjects who had participated in the administration of the test on the three occasions were finally selected as the subjects of this study. Cross-lagged analyses were conducted to investigate whether there was a reciprocal predictive relationship between shyness, self-efficacy, social anxiety and academic burnout. The results showed that: (1) shyness was significantly positively correlated with social anxiety and academic burnout; self-efficacy was significantly negatively correlated with the remaining three variables. (2) Shyness at time point T1 could predict academic burnout at time point T3 through social anxiety at time point T2. In conclusion, it was found that shyness of secondary school students can directly affect the level of academic burnout positively, and low self-efficacy and high social anxiety will aggravate the level of academic burnout of secondary school students, which indicates that shy individuals need to keep their body and mind as happy as possible, and to improve self- efficacy in order to reduce the emergence of academic burnout.