公费师范生的专业承诺在成就目标定向与学习倦怠间的中介作用

职业与健康 ›› 2023, Vol. 39 ›› Issue (4): 519-524.

公费师范生的专业承诺在成就目标定向与学习倦怠间的中介作用

朱峻同, 孙昌隆, 张婧雅, 宋玉萍, 邹敏

潍坊医学院心理学院,山东潍坊 261053

收稿日期:2022-06-10 修回日期:2022-06-20 发布日期:2026-03-02
通信作者: 邹敏,副教授,E-mail：zou_min@163.com
作者简介:朱峻同,男,在读硕士研究生,研究方向为基础心理。
基金资助:
山东省社会科学规划项目（18CJYJ11）; 潍坊医学院2021年度课程思政示范课程项目（00133913）

Mediating role of professional commitment between achievement goal orientation and learning burnout in publicly-funded normal students

ZHU Jun-tong, SUN Chang-long, ZHANG Jing-ya, SONG Yu-ping, ZOU Min

Institute of Psychology,Weifang Medical University,Weifang Shandong 261053,China

Received:2022-06-10 Revised:2022-06-20 Published:2026-03-02
Contact: ZOU Min,Associate professor,E-mail：zou_min@163.com

摘要/Abstract

摘要： 目的了解公费师范生与非公费师范生的学习倦怠现状以及公费师范生的成就目标定向、专业承诺、学习倦怠之间的关系及其内在机制。方法 2021年12月—2022年2月在山东省四所实行公费师范生政策高校中,选取178名公费师范生,236名非公费师范生进行学习倦怠量表、成就目标定向量表以及专业承诺量表的问卷调查,并对数据进行分析。结果公费师范生学习倦怠得分高于非公费师范生（t=2.632,P<0.05）;公费师范生群体的学习倦怠得分为（2.98±0.48）分。成绩趋近目标得分为（3.28±0.64）分,掌握趋近目标得分为（3.06±0.56）分,成绩回避目标得分为（2.69±0.65）分,掌握回避目标得分为（3.39±0.67）分,专业承诺的得分为（3.24±0.51）分。公费师范生群体中成绩趋近目标与学习倦怠呈负相关（r=-0.108,P<0.05）,掌握趋近目标与学习倦怠呈负相关（r=-0.456,P<0.01）,成绩回避目标与学习倦怠呈正相关（r=0.131,P<0.05）。专业承诺在掌握趋近目标与学习倦怠中起部分中介作用,中介效应值为-0.169,效应占比42.04%。结论公费师范生学习倦怠水平高于非公费师范生,公费师范生的成绩趋近目标不仅会通过专业承诺影响学习倦怠,还能直接影响学习倦怠。

关键词: 公费师范生, 成就目标定向, 专业承诺, 学习倦怠

Abstract: Objective To explore the current situation of learning burnout between publicly-funded and non-publicly-funded normal students,analyze the relationship between the achievement goal orientation,professional commitment and learning burnout of publicly-funded normal students and its internal mechanism. Methods From December 2021 to February 2022,178 public-funded normal students and 236 non-public-funded normal students were selected from four universities with public-funded normal students policy in Shandong Province,the questionnaire survey was performed by the learning burnout scale,achievement goal orientation scale and professional commitment scale,and the data were analyzed. Results The score of learning burnout in public-funded normal students was higher than that in non-public-funded normal students（t=2.632,P<0.05）. The score of learning burnout,achievement approach goal,mastery approach goal,achievement avoidance goal,mastery avoidance goal and professional commitment in public-funded normal students was （2.98±0.48）,（3.28±0.64）,（3.06±0.56）,（2.69±0.65）,（3.39±0.67） and （3.24±0.51） points,respectively. The achievement approach goal was negatively correlated with learning burnout in public-funded normal students（r=-0.108,P<0.05）,mastery approach goal was negatively correlated with learning burnout（r=-0.456,P<0.01）,achievement avoidance goal was positively correlated with learning burnout（r=0.131,P<0.05）. The professional commitment played an intermediary role between mastery approach goal and learning burnout,with an intermediary effect value of -0.169,accounting for 42.04%. Conclusion The level of learning burnout of public-funded normal students is higher than that of non-public-funded normal students,the achievement approaching goal of public-funded normal school students not only affect learning burnout through professional commitment,but also directly affect learning burnout.

Key words: Public-funded normal students, Achievement goal orientation, Professional commitment, Learning burnout

中图分类号:

R181.3

朱峻同, 孙昌隆, 张婧雅, 宋玉萍, 邹敏. 公费师范生的专业承诺在成就目标定向与学习倦怠间的中介作用. [J]职业与健康, 2023, 39(4): 519-524.

ZHU Jun-tong, SUN Chang-long, ZHANG Jing-ya, SONG Yu-ping, ZOU Min. Mediating role of professional commitment between achievement goal orientation and learning burnout in publicly-funded normal students. [J]OCCUPATION AND HEALTH, 2023, 39(4): 519-524.

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