大学生自我同一性与生命意义感的关系：学习倦怠的作用

The Relationships between Self-Identity and Meaning in Life in University Students: The Role of Learning Burnout

摘要: 目的：研究大学生学习倦怠在自我同一性和生命意义感之间的中介作用。方法：随机选取453名大学生，分别使用自我同一性问卷(The Self-Identity Questionnaire)中文版、青少年学习倦怠量表(The Adolescent Student Burnout Inventory, ASBI)、生命意义感量表(The Meaning in Life Questionnaire, MLQ)中文版对其自我同一性、学习倦怠以及生命意义感水平进行测量。结果：自我同一性对生命意义感具有正向预测作用；学习倦怠对生命意义感具有负向预测作用；学习倦怠中介自我同一性对生命意义的影响；在控制学习倦怠对生命意义感影响的基础上，自我同一性正向预测生命意义感，(β值从0.615下降到0.479)。结论：学习倦怠在自我同一性和生命意义感之间发挥着部分中介作用。

Abstract: Objective: To investigate the mediating effect of learning burnout on relationships between self- identity and meaning in life among college students. Methods: Totally 453 college students were selected randomly. And they are respectively surveyed with the Self-Identity Questionnaire, the Adolescent Student Burnout Inventory (ASBI) and the Meaning in Life Questionnaire (MLQ). Re-sults: Regression analysis indicated positive predictability of self-identity to meaning in life and negative predictability of learning burnout to meaning in life. Self-identity still had significant positively predictability to meaning in life (β value decreased from 0.615 to 0.479) on the basis that learning burnout was controlled. Conclusion: The result of the research indicates that learning burnout has a partial mediating effect between self-identity and meaning in life.