自尊在学业压力诱发学业倦怠中的中介作用机制述评
A Review of the Mediating Mechanisms of Self-Esteem in Academic Stress-Induced Academic Burnout
DOI: 10.12677/ap.2026.169445, PDF,    科研立项经费支持
作者: 李佳洛, 张积标*：江汉大学教育学院心理学系，湖北 武汉
关键词: 学业压力；学业倦怠；自尊；中介机制；Academic Stress； Academic Burnout； Self-Esteem； Mediating Mechanism
摘要: 学业压力是诱发学业倦怠的重要风险因素，但二者之间的转化并非直接必然，而是经由一系列心理中介变量间接实现。本文以自尊为主线，以自我效能感、自我认同和习得性无助为比较参照，系统梳理四条中介路径的理论基础、实证证据和效应量。结果发现，自尊的中介效应主要通过情绪耗竭维度传导，自我效能感主导低成就感维度，自我认同与去个性化维度关联更为紧密，习得性无助则产生跨维度的全局性影响。纵向证据进一步提示，自尊下降在时序上先于效能感降低和认同混乱，且长期自尊受损可能经归因固化转化为习得性无助的终局状态。这些发现揭示了以自尊为枢纽的多层中介网络，为学业倦怠的差异化干预和预防提供了理论和实证依据。
Abstract: Academic stress is a significant risk factor for academic burnout; however, the transition from stress to burnout is not direct or inevitable, but rather occurs indirectly through a series of psychological mediating variables. Taking self-esteem as the central thread and using self-efficacy, self-identity, and learned helplessness as comparative references, this paper systematically reviews the theoretical foundations, empirical evidence, and effect sizes of four mediating pathways. The results show that the mediating effect of self-esteem is primarily transmitted through the emotional exhaustion dimension, self-efficacy dominates the reduced personal accomplishment dimension, self-identity is more closely associated with the depersonalization dimension, and learned helplessness exerts a global, cross-dimensional impact. Longitudinal evidence further suggests that declines in self-esteem temporally precedes decreases in self-efficacy and identity confusion, and that prolonged impairment of self-esteem may transform into an end-state of learned helplessness through attribution consolidation. These findings reveal a multilevel mediation network with self-esteem as the hub, providing theoretical and empirical foundations for the differentiated intervention and prevention of academic burnout.
文章引用：李佳洛, 张积标 (2026). 自尊在学业压力诱发学业倦怠中的中介作用机制述评. 心理学进展, 16(9), 207-217. https://doi.org/10.12677/ap.2026.169445

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