小学高年级学生心理韧性与学习倦怠的关系：自尊的中介作用

The Relationship between Resilience and Learning Burnout in Upper Elementary School Students: The Mediating Role of Self-Esteem

摘要: 为了解自尊在小学生心理韧性与学业倦怠之间的作用机制，采用方便取样法选取196名小学高年级学生为研究对象，使用青少年心理韧性量表、青少年学业倦怠量表和自尊量表(SES)对196名小学生进行问卷调查，并进行描述性分析、相关分析和分层回归分析。结果显示：① 196名小学生自尊水平平均得分为(M = 2.98 ± 0.59)分，显著高于中间值2.5分(t = 11.529，p < 0.001)；心理韧性平均得分(M = 3.52 ± 0.63)分，显著高于中间值3分(t = 11.612, p < 0.001)；学业倦怠平均得分(M = 2.24 ± 0.72)分，显著低于中间值3分(t = −14.844, p < 0.001)；② 相关分析结果显示，学业倦怠与心理韧性存在显著负相关(r = −0.801, p < 0.01)，与自尊存在显著负相关(r = −0.676, p < 0.01)，心理韧性与自尊存在显著正相关(r = 0.760, p < 0.01)。③ 分层回归分析结果表明，当自尊进入回归方程后，学业倦怠对心理韧性的回归系数变小，且达到显著水平(p < 0.001)。结论：① 学业倦怠有显著的负向预测作用，能够直接影响学业倦怠水平；② 自尊在心理韧性和学业倦怠之间起到部分中介作用。

Abstract: In order to understand the mechanism of self-esteem on the resilience and burnout of primary school students, 196 upper primary school students were selected by convenient sampling me-thod, and 196 primary school students were surveyed using the Adolescent Resilience Scale, Adolescent Burnout Scale and Self-Esteem Scale (SES), and descriptive analysis, correlation analysis and stratified regression analysis were carried out. The results show: ① The average self-esteem level score of 196 primary school students was (M = 2.98 ± 0.59) points, which was significantly higher than the median score of 2.5 (t = 11.529, p < 0.001). The average score of resilience (M = 3.52 ± 0.63), which was significantly higher than the median score of 3 (t = 11.612, p < 0.001). The average score of academic burnout (M = 2.24 ± 0.72) points, which was significantly lower than the median of 3 points (t = −14.844, p < 0.001). ② Correlation analysis showed that academic burnout was negatively correlated with psychological resilience (r = −0.801, p< 0.01). There was a significant negative correlation between resilience and self-esteem (r = −0.676, p < 00.01), and a significant positive correlation between resilience and self-esteem (r = 0.760, p < 0.01). ③ The results of hierarchical regression analysis showed that when self-esteem entered the regression equation, the regression coefficient of academic burnout on psychological resilience decreased and reached a significant level (p < 0.001). Conclusion: ① Academic burnout has a significant negative predictive effect, which can directly affect the level of academic burnout; ② self-esteem partially mediates the relationship between resilience and academic burnout.