大学生就业压力对就业倦怠的影响：链式中介模型

The Effect of emPloyment Stress on Job Burnout among College Students: A Chain Mediation Model

摘要: 目的：探讨就业压力与大学生就业倦怠感之间的关系，特别关注自我效能感和应对策略在这一关系中的中介作用。方法：通过问卷法对就业压力、自我效能感、积极应对方式与就业倦怠进行了测量。结果：① 就业压力与就业倦怠呈显著正相关(r = 0.791, P < 0.001)，与自我效能感(r = −0.389, P < 0.001)、积极应对方式(r = −0.394, P < 0.001)呈显著负相关；就业倦怠与自我效能感(r < −0.268, P < 0.001)、积极应对方式(r = −0.332, P < 0.001)呈显著负相关；自我效能感与积极应对方式呈显著正相关(r = 0.559, P < 0.001)。② 就业压力不仅直接正向预测就业倦怠感(β = 0.776, 95% CI [0.734, 0.819])，且存在3条间接路径：自我效能感的中介效应(β = −0.029, 95% CI [−0.050, −0.007])；积极应对方式的中介效应(β = 0.012, 95% CI [0.001, 0.024])；自我效能感、积极应对方式的链式中介效应(β = 0.011, 95% CI [0.001, 0.021])。结论：在减少学生倦怠感的过程中，需要提高对就业压力的关注，注重增强自我效能感。未来，通过制定针对性的干预措施，可以帮助学生减少倦怠感，促进整体福祉。

Abstract: Objective: To explore the relationship between employment stress and college students’ feelings of employment burnout, with special attention to the mediating role of self-efficacy and coping strategies in this relationship. Methods: Employment stress, self-efficacy, positive coping styles, and employment burnout were measured using a questionnaire. Results ① Employment stress was significantly positively correlated with employment burnout (r = 0.791, P < 0.001), and significantly negatively correlated with self-efficacy (r = −0.389, P < 0.001), positive coping styles (r = −0.394, P < 0.001) were significantly negatively correlated; employment burnout was significantly negatively correlated with self-efficacy (r < −0.268, P < 0.001 ) and positive coping styles (r = −0.332, P < 0.001); self-efficacy was significantly positively correlated with positive coping style (r = 0.559, P < 0.001); ② Employment stress not only directly and positively predicted employment burnout (β = 0.776, 95% CI [0.734, 0.819]), but also there were three indirect paths: the mediating effect of self-efficacy (β = −0.029, 95% CI [−0.050, −0.007]); the mediating effect of positive coping style (β = 0.012, 95% CI [0.001, 0.024]); and the chained mediating effect of self-efficacy, positive coping styles (β = 0.011, 95% CI [0.001, 0.021]). Conclusion: In reducing student burnout, there is a need to increase attention to employment stress and focus on enhancing self-efficacy. In the future, by developing targeted interventions, students can be helped to reduce burnout and promote overall well-being.