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民族地区留守初中生心理资本与学习倦怠的关系：应对方式的中介作用研究
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Abstract:
为探讨了民族地区留守初中生心理资本、应对方式与学习倦怠之间的关系，本研究采用《农村留守儿童心理资本问卷》《简易应对方式问卷》《青少年学习倦怠问卷》，对甘孜藏族自治州和阿坝藏族羌族自治州三所中学的280名留守初中生进行方便整群抽样调查。结果发现：(1) 民族地区留守初中生在学习上有倦怠感，但整体学习倦怠水平良好；(2) 民族地区留守初中生的心理资本与学习倦怠显著负相关，心理资本对学习倦怠有负向预测作用；(3) 民族地区留守初中生学习倦怠在家庭结构与父母外出年限上存在显著差异；(4) 民族地区留守初中生学习倦怠、心理资本与积极应对方式均在与父母联系频率上存在显著差异；(5) 积极应对方式在民族地区留守初中生心理资本和学习倦怠之间起部分中介作用。
In order to explore the relationship between psychological capital, coping styles and learning burnout among left-behind junior high school students in ethnic areas, this study used the Rural Left-behind Children’s Psychological Capital Questionnaire, the Simple Coping Styles Questionnaire, and the Adolescent Learning Burnout Questionnaire to conduct a convenience cluster sampling survey of 280 left-behind junior high school students in three middle schools in the Ganzi Tibetan Autonomous Prefecture and the Aba Tibetan and Qiang Autonomous Prefecture. The results found that: (1) left-behind junior high school students in ethnic areas are burned out in their studies, but the overall level of learning burnout is good; (2) the psychological capital of left-behind junior high school students in ethnic areas is significantly negatively correlated with learning burnout, and the psychological capital has a negative predictive effect on learning burnout; (3) there is a significant difference between learning burnout of left-behind junior high school students in ethnic areas in terms of their family structure and the number of years that their parents have been away from home; (4) there are significant differences in the frequency of contact with parents among middle school students’ burnout, psychological capital and positive coping style; (5) positive coping style partially mediates the relationship between psychological capital and burnout among left-behind middle school students in ethnic areas.
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