公费师范生学习动机与学习倦怠的关系：职业认同的中介作用

The Relationship between Learning Motivation and Learning Burnout among Government-Funded Normal University Students: The Mediating Role of Professional Identity

摘要: 目的：为了探讨公费师范生学习动机、职业认同与学习倦怠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，而学习动机和职业认同处于较高水平；② 性别差异分析显示，男生在学习动机总分、内生学习动机维度以及职业认同总分和意志行为认同维度上的得分显著高于女生，而女生在学习倦怠的成就感低维度上的得分显著高于男生；③ 年级差异分析显示，大三学生在学习动机和职业认同的多个维度上得分显著低于其他年级，大四学生在学习倦怠的成就感低维度上的得分显著低于其他年级；④ 学科差异分析显示，文科与理科公费师范生在学习动机、职业认同和学习倦怠的总分及大部分维度上无显著差异，仅在职业认同的意志行为认同维度上，文科学生得分显著高于理科学生；⑤ 学习动机和职业认同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，职业认同在学习动机对学习倦怠的影响中起到了完全中介作用。结论：职业认同在学习动机与学习倦怠之间起到了完全中介的作用。通过提升公费师范生的职业认同和学习动机水平，可以有效缓解其学习倦怠现象。

Abstract: Objective: This study aims to explore the current status and interrelationships of learning motivation, professional identity, and learning burnout among government-funded normal university students. Methods: A questionnaire survey was conducted among 1630 government-funded normal university students at a higher normal university in Hunan. Results: (1) Overall, government-funded normal university students have moderate levels of learning burnout, while their learning motivation and professional identity are at relatively high levels. (2) Gender differences analysis showed that male students scored significantly higher than female students in overall learning motivation, the intrinsic motivation dimension, professional identity total score, and the will-behavior identity dimension. On the other hand, female students scored significantly higher than male students in the achievement low dimension of learning burnout. (3) Grade differences analysis revealed that junior students scored significantly lower than other grade levels in several dimensions of learning motivation and professional identity, while senior students scored significantly lower than other grades in the achievement low dimension of learning burnout. (4) Subject differences analysis showed that there were no significant differences between arts and science government-funded normal university students in the total scores and most dimensions of learning motivation, professional identity, and learning burnout. However, arts students scored significantly higher than science students in the will-behavior identity dimension of professional identity. (5) Learning motivation and professional identity were significantly negatively correlated with learning burnout and its various dimensions. (6) Mediation effect analysis indicated that professional identity fully mediated the effect of learning motivation on learning burnout. Conclusion: Professional identity plays a full mediating role between learning motivation and learning burnout. Enhancing the professional identity and learning motivation levels of government-funded normal university students can effectively alleviate their learning burnout.