师范类大学生学校归属感与学习倦怠的关系

The Relationship between School Belonging and Learning Burnout of Undergraduates from Normal University

摘要: 目的：考察师范类大学生学校归属感和学习倦怠的关系。方法：采用学习倦怠量表和学校归属感问卷对380名大学生进行测试。结果：1) 在行为不当维度上，女生的得分高于男生。学校归属感方面，在责任感维度上，男生得分高于女生;在学校认可维度上，男生得分高于女生。2) 在情感低落维度上，大三、大一年级高于大二年级学生，在学校归属感的自我角色认可维度上，大二年级学生好于大一年级学生，大一年级学生好于大三年级学生。3) 学校归属感得分上，责任感维度上表现为文科学生高于理工科学生。4) 师范类大学生学校归属感和学习倦怠成极其显著负相关，其中个人地位认可是学习倦怠最重要的预测变量。结论：学习倦怠与学校归属感存在密切的关系。

Abstract: Objective: To study the relationship between school belonging and learning burnout of undergra-duates from normal university. Methods: 380 college students were investigated through Learning Burnout Scale and School Belonging Questionnaire. Results: 1) The score of female was higher than males’ in the behavioral unsuitableness dimension. In the sense of responsibility and school recognized dimensions, the score of male students was higher than females’. 2) In the emotional turndown dimension, the scores of freshmen and juniors were higher than sophomores’. In the self-role recognized dimension, the score which sophomores got was better than freshmen’, and the score of freshmen was better than juniors’. 3) In dimension of responsibility, it showed that the liberal students’ score was higher than that of science and engineering students. 4) The research showed that learning burnout had significantly negative correlation with school belonging, and that the personal status of recognition level was the most effective forecasting factor in learning burnout of undergraduates. Conclusion: The results suggested the significant relationship between learning burnout and school belonging.