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初中生归因方式对学习倦怠的影响：以核心自我评价为中介

The Effect of Junior Middle School Students' Attribution Style on Learning Burnout: Intermediary of Core Self-evaluation

Psychology of China / 2020,2(4): 287-299 / 2020-04-16 2760 4589

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• Authors: 李金亚¹ 张琪¹ 买合甫来提·坎吉²*
• Information:

  1．新疆师范大学教育科学学院，乌鲁木齐；
  2．新疆师范大学教育科学学院心智发展与学习科学重点实验室，乌鲁木齐

• Keywords:
  Junior high school students; Attribution; Core self-evaluation; Learning burnout
  初中生; 归因方式; 核心自我评价; 学习倦怠
• Abstract: This study aims to investigate whether junior high school students’ learning burnout can be predicted through core self-evaluation and attribution methods. The study used the core self-evaluation scale, multidimensional and multicausal attribution scale, and middle school students' burnout questionnaire survey on 1100 students from four middle schools in Urumqi, and SPSS 16.0 was used for statistical analysis. It was found that core self-evaluation plays a partial intermediary role between attribution and learning burnout. This study shows that attribution can enable core self-evaluation to directly or indirectly affect learning burnout. 本研究旨在探讨初中生学习倦怠能否通过核心自我评价与归因方式来 预测。研究采用核心自我评价量表、多维度 - 多因果归因量表、中学生学习倦 怠问卷对乌鲁木齐市四所中学的 1100 名学生进行问卷调查，利用 SPSS16.0 进行 统计分析。结果发现，核心自我评价在归因方式与学习倦怠之间起部分中介作用。 该研究说明了归因方式能够通过核心自我评价直接或间接的影响学习倦怠。
• DOI: https://doi.org/10.35534/pc.0204019
• Cite: 李金亚，张琪，买合甫来提·坎吉．初中生归因方式对学习倦怠的影响：以核心自我评价为中介［J］．中国心理学前沿，2020，2（4）：287-299．
  https://doi.org/10.35534/pc.0204019