学前教育专业本科生的未来时间洞察力对隐性逃课的影响：专业认同和学习倦怠的中介作用

The Effect of Preschool Education Undergraduates’ Future Temporal Perspective on Recessive Truancy: The Mediating Role of Specialty Identity and Academic Burnout

摘要: 大学生外显的逃课行为得到有效的遏制，但隐性逃课行为日渐突出。本研究采用未来时间洞察力量表、专业认同量表、学业倦怠量表和隐性逃课量表，对458名学前专业大学生进行调查。结果发现：1) 隐性逃课与未来时间洞察力和专业认同之间存在显著负相关，与学业倦怠之间存在显著正相关；未来时间洞察力与专业认同存在显著正相关，与学业倦怠之间存在显著负相关；专业认同与学业倦怠之间存在显著负相关；2) 专业认同在未来时间洞察力和隐性逃课之间起中介作用；3) 学业倦怠在在未来时间洞察力和隐性逃课之间起中介作用；4) 专业认同和学业倦怠在未来时间洞察力和隐性逃课之间起链式中介作用。研究结果表明，从帮助学生设置未来目标、增强专业认同和缓解学业倦怠的角度出发，改善其隐性逃课问题，对于学生学业和职业的发展具有重要意义。

Abstract: The obvious truancy of college students has been effectively curbed, but what follows is that students generally engage in activities unrelated to the classroom content, that is, the behavior of recessive truancy is increasingly prominent. By using the future temporal perspective scale, specialty identity scale, academic burnout scale and recessive truancy scale, 458 pre-school professional college students were investigated, and the results were as follows: 1) There is a significant negative correlation between recessive truancy and future temporal perspective and specialty identity, and a significant positive correlation between recessive truancy and academic burnout. Future temporal perspective is positively correlated with specialty identity, and negatively correlated with academic burnout; there is a significant negative correlation between specialty identity and academic burnout; 2) Specialty identity plays a mediating role between future temporal perspective and recessive truancy; 3) Academic burnout mediates the relationship between future temporal perspective and recessive truancy; 4) Specialty identity and academic burnout mediates the relationship between future temporal perspective and recessive truancy. Based on the current research results, this paper aims to improve the problem of recessive truancy from the perspective of helping students set future goals, strengthening specialty identity and relieving academic burnout, which is of great significance for students’ academic and professional development.