大学生学业倦怠的影响因素与干预策略研究

Research on the Influencing Factors and Intervention Strategies of Academic Burnout among College Students

摘要: 学业倦怠是由学生长期承受学业压力并置身于不利学习环境的交互作用引起，表现为情绪资源耗竭、认知偏差、行为懈怠以及生理失调等综合负面状态，是高等教育普及化背景下的关键心理行为问题。此类状态不仅危害个体身心健康，更易触发群体层面的恶性循环，从而阻碍高等教育质量的整体提升。本文系统梳理了学业倦怠的理论演进与核心定义，深入剖析其情绪、认知、行为及生理四大特征维度，从个体内部与外部环境双重视角探究成因机制，进而构建个人、家庭、社会的协同干预模式。当前研究存在理论范式简单移植、研究对象单一化、干预实践操作性不足等突出问题，未来研究需拓展研究群体、强化精准干预实证研究、推进多学科交叉探索。开展学业倦怠的实证研究不仅有助于拓宽教育心理学的研究视角，也能够为高校教学政策与教育方式的制定，以及高校德育、心理健康教育工作的推进提供详实的资料支撑。

Abstract: Academic burnout is a comprehensive negative state caused by the interaction between long-term academic stress and unfavorable learning environments among students, manifesting as emotional resource exhaustion, cognitive bias, behavioral lethargy, physiological disorders and other combined negative symptoms, which constitutes a critical psycho-behavioral issue against the background of the popularization of higher education. Such a state not only endangers individuals’ physical and mental health, but also tends to trigger a vicious cycle at the group level, thereby hindering the overall improvement of higher education quality. This paper systematically reviews the theoretical evolution and core definitions of academic burnout, deeply analyzes its four characteristic dimensions of emotion, cognition, behavior and physiology, explores the formative mechanisms from the dual perspectives of individual internal factors and external environments, and further constructs a collaborative intervention model involving individuals, families and society. Current research is confronted with prominent problems including the simplistic transplantation of theoretical paradigms, the homogeneity of research subjects, and insufficient operability in intervention practices, and future research needs to expand the scope of research groups, strengthen empirical studies on targeted interventions, and promote interdisciplinary exploration. Empirical research on academic burnout not only helps broaden the research perspective of educational psychology, but also provides solid data support for the formulation of teaching policies and educational modes in colleges and universities, as well as the advancement of moral education and mental health education in higher education institutions.