硕士研究生学业压力、学业自我效能感与学业倦怠的关系

Relationship among Academic Stress, Academic Self-Efficacy and Academic Burnout of Postgraduates

摘要: 为了探究硕士研究生学业压力、学业自我效能感与学业倦怠三者之间的关系以及学业自我效能感在其中的中介作用机制，选用硕士研究生学业压力应对调查问卷，学业自我效能感调查问卷和硕士研究生学业倦怠量表，考察了303名在校硕士研究生。研究发现：1) 学业压力能够显著正向预测学业倦怠，能够显著负向预测学业自我效能感，学业自我效能感能够显著负向预测学业倦怠；2) 学业自我效能感在学业压力对学业倦怠的影响中起部分中介作用。结论表明，硕士研究生的学业压力与学业自我效能感均为学业倦怠的预测变量，而且学业压力既可能直接导致学业倦怠，也可能通过学业自我效能感的中介作用间接造成学业倦怠。

Abstract: To investigate the relationship among academic stress, academic burnout and academic self-efficacy of postgraduates and to explore the mediation effect of academic self-efficacy in academic stress and academic burnout among postgraduates, 303 graduate students were investigated with the use of the postgraduates’ academic stress questionnaire, the academic self-efficacy questionnaire and the postgraduates’ academic burnout scale. The study found that: 1) academic stress is positively correlated with academic burnout, academic stress is negatively correlated with academic self-efficacy, and academic self-efficacy is negatively correlated with academic burnout; 2) academic self-efficacy plays a partial mediating role between academic stress and academic burnout. The conclusion shows that both academic stress and academic self-efficacy of postgraduates have predictive effect on academic burnout, and academic stress can cause academic burnout directly or indirectly by the mediating effect of academic self-efficacy.