摘要
Abstract
Objective:To investigate the relationship between learning burnout and education achievement attribution, academic self-efficacy of college students. Methods:The adolescent student burnout inventory, the education a-chievement attribution scales, and academic self-efficacy scale were used to test the 200 college students in Shaanxi. Results:①There were different degrees of physical and mental exhaustion between different genders(t =-2. 132, P＜0. 05), professions(t =3. 572, P＜0. 01)and grade(t =-6. 558, P＜0. 001), in which girls had higher levels than boys, liberal arts had higher levels than science, and the higher grade group had higher levels than the lower grade group;There were significant differences between different professions(t =3. 158, P＜0. 01)in college students' academic alienation dimensions;Liberal arts was higher than science;there were extremely significant differences between different professions(t=-3. 686, P＜0. 001) and grade(t =7. 018, P＜0. 001) in college students' low achievement dimensions, with science higher than liberal arts, the lower grade group higher than the higher grade group. ②There were significantly negative correlations between college students' physical and mental exhaustion and academic self-esteem with learning achievement attribution(P＜0. 05);College students' low achievement dimension had positive correlation with learning achievement attribution and academic self-efficacy(P＜0. 05). Conclusion: There is a significant correlation between learning burnout and education achievement attribution, academic self-efficacy.关键词
学习倦怠/学习成就归因/学业自我效能感/大学生Key words
Learning burnout/Education achievement attribution/Academic self-efficacy/College students分类
医药卫生
