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公费师范生学习倦怠与心理健康的关系:积极心理资本的中介作用
The Relationship between Learning Burnout and Mental Health among Government-Funded Normal University Students: The Mediating Role of Positive Psychological Capital

DOI: 10.12677/ae.2025.154658, PP. 1067-1077

Keywords: 公费师范生,学习倦怠,积极心理资本,心理健康
Government-Funded Normal University Students
, Learning Burnout, Positive Psychological Capital, Mental Health

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Abstract:

目的:为了探讨公费师范生学习倦怠、积极心理资本与心理健康的现状及其相互关系。方法:本研究对湖南某高等师范院校的1630名在校公费师范生进行了问卷调查。结果:① 整体而言,公费师范生的学习倦怠处于中等水平,而心理健康和积极资本处于较高水平;② 性别差异分析显示,男生在自我效能、韧性和幸福体验维度上的得分显著高于女生;而女生在成就感低、希望、人际和谐和情绪调控维度上得分显著高于男生;③ 年级差异分析显示,大四学生在学习倦怠维度上得分显著低于其他年级;大二学生在韧性和心理健康总分维度上得分显著低于其他年级;大一学生在人际和谐维度上得分显著高于其他年级;④ 学科差异分析显示,文科与理科公费师范生在心理健康、积极心理资本和学习倦怠的总分及大部分维度上无显著差异;仅在勇于挑战维度上,文科得分显著高于理科学生;⑤ 心理健康和积极心理资本与学习倦怠及其各维度之间存在显著的负相关关系;⑥ 中介效应检验表明,积极心理资本在学习倦怠对心理健康的影响中起到了部分中介作用。结论:积极心理资本在学习倦怠与心理健康之间发挥了部分中介作用。通过减轻公费师范生的学习倦怠,并提升其积极心理资本水平,可以有效促进其心理健康的改善。
Objective: This study aims to explore the current status and interrelationships among learning burnout, positive psychological capital, and mental health in government-funded normal university students. Methods: This study conducted a questionnaire survey among 1630 government-funded normal university students at a higher normal university in Hunan Province. Results: ① Overall, the learning burnout of government-funded normal university students was at a moderate level, while their mental health and positive psychological capital were at relatively high levels. ② Gender differences analysis showed that male students scored significantly higher than female students in the dimensions of self-efficacy, resilience, and happiness experience. In contrast, female students scored significantly higher than male students in the dimensions of low sense of achievement, hope, interpersonal harmony, and emotional regulation. ③ Grade differences analysis revealed that fourth-year students had significantly lower scores in learning burnout than other grades; second-year students scored significantly lower in resilience and overall mental health than other grades; first-year students had significantly higher scores in interpersonal harmony than other grades. ④ Subject differences analysis indicated no significant differences between arts and science students in the total scores of mental health, positive psychological capital, and learning burnout, as well as in most dimensions. However, in the challenge-taking dimension, arts students scored significantly higher than science students. ⑤ Mental health and positive psychological capital were significantly negatively correlated with learning burnout and its various dimensions. ⑥ The mediation effect test indicated that positive psychological capital partially mediated the relationship between learning

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