非英语专业学生学习倦怠与学业成绩之间的关系研究

Investigating the Relationships between Learning Burnout and Academic Achievement of Non-English Majors

摘要: 近些年，我国大学生学习的消极情绪因素受到了广泛关注。英语学习倦怠影响学生学习动机、身心健康以及学业发展。但是，当前还鲜有关于英语学习倦怠与学业成绩之间关系的实证研究。鉴于此，本研究基于对300名非英语专业大学生的问卷调查，采用SPSS 25.0进行描述性分析、相关性分析和回归分析，考察非英语专业大学生英语学习倦怠的现状，以及英语学习倦怠与学业成绩是否相关。结果表明：1) 非英语专业学生存在着一定的学习倦怠现象。学习倦怠总体均值为2.434，处于低等水平。学习倦怠的三个维度中，情绪耗竭均分为2.493，处于低等水平；学习冷漠均分为1.997，处于低等水平；低效能感均分为2.813，处于中等水平。2) 学习倦怠总体及其三个维度与学业成绩之间呈显著负相关。最后，笔者根据研究结果提出克服学习倦怠的策略。

Abstract: In recent years, the negative emotional factors of college students’ learning in China have received widespread attention. English learning burnout affects students’ motivation, physical and mental health, and academic development. However, there are few empirical studies on the relationship between English learning burnout and academic achievement. Based on a questionnaire survey of 300 non-English-major college students, this study used SPSS 25.0 to conduct descriptive analysis, correlation analysis and regression analysis to examine the current situation of English learning burnout among non-English-major college students and whether English learning burnout is relat-ed to academic achievement. The results show that: 1) non-English-major students suffer from learning burnout to some degree. The overall mean value of learning burnout is 2.434, which is at a low level. Among the three dimensions of learning burnout, the mean value of emotional exhaustion is 2.493, which is at a low level; the mean value of learning indifference is 1.997, which is at a low level; and the mean value of inefficiency is 2.813, which is at a medium level. 2) A significant nega-tive correlation is found to exist between overall learning burnout, as well as its three dimensions, and academic achievement. Finally, strategies to overcome learning burnout are proposed based on the results of the study.