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追求价值动机对学习倦怠的影响：交互学习与消极情绪的中介作用
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Abstract:
目的：本研究基于自我决定理论和社会认知理论，构建链式中介模型探讨追求价值的动机对学习倦怠的影响机制。方法：通过方便取样的方法，收集了293名大学生数据，采用抑郁焦虑压力量表(DASS-21)及自编量表进行测量。结果：通过Mplus7.4构建结构方程模型分析发现：1. 价值动机通过促进交互学习直接降低学习倦怠(β= ？0.171, p < 0.001, 95% CI [？0.231, ？0.116])；2. 消极情绪的独立中介效应不显著，通过“交互学习→消极情绪”的链式中介路径间接缓解学习倦怠(β = ？0.036, p < 0.05, 95% CI [？0.076, ？0.003])；3. 价值动机的直接效应不显著，总间接效应占总效应的78.3% (β = ？0.260, p < 0.001)；结论：价值动机通过促进交互学习降低学习倦怠，同时通过“交互学习→消极情绪”的链式中介产生间接作用。研究结果为学习倦怠干预提供了双路径理论框架，强调动机培养与交互学习环境建设的协同作用。
Objective: This research is firmly grounded in the Self-Determination Theory and Social Cognitive Theory. Given the increasing prevalence of learning burnout among college students, understanding its underlying mechanisms is crucial. By constructing a chained mediation model, the study aims to comprehensively explore the intricate influence mechanism of the motivation for pursuing value on learning burnout. This approach is expected to fill the existing research gap in the field. Methods: A convenient sampling method was employed to gather data from 293 college students. To ensure the reliability and validity of the measurements, the Depression Anxiety Stress Scale (DASS-21) was adopted. Additionally, self-developed scales were designed specifically for this study to capture relevant constructs accurately. Results: The Structural Equation Modeling (SEM) analysis was conducted using Mplus7.4. The results revealed three key findings. First, the motivation for pursuing value directly contributes to reducing learning burnout by promoting interactive learning (β = ？0.171, p < 0.001, 95% CI [？0.231, ？0.116]). Students driven by the pursuit of value are more likely to engage actively in interactive learning, thereby alleviating learning burnout. Second, the independent mediating effect of negative emotions was not statistically significant. However, learning burnout was alleviated indirectly through the chained mediation path of “interactive learning→negative emotions” (β = ？0.036, p < 0.05, 95% CI [？0.076, ？0.003]). This implies that interactive learning can reduce negative emotions, leading to a decrease in learning burnout. Third, the direct effect of the motivation for pursuing value on learning burnout was not significant, while the total indirect effect accounted for 78.3% of the total effect (β =
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