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学校社区感对学习倦怠的影响：认知重评的中介作用

The Impact of School Community Sense on Academic Burnout: The Mediating Role of Cognitive Reappraisal

Psychology of China / 2026,8(1): 66-71 / 2026-01-27 32 21

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• Authors: 黄婷姣
• Information:

  广西师范大学，桂林

• Keywords:
  School community sense; Cognitive reappraisal; Academic burnout
  学校社区感; 认知重评; 学习倦怠
• Abstract: To explore the current characteristics of academic burnout among junior high school students under the background of the “Double Reduction Policy”, analyze the relational mechanisms between academic burnout, school community sense, and cognitive reappraisal, and verify the partial mediating role of cognitive reappraisal in the influence of school community sense on academic burnout, this study conducted a questionnaire survey among 518 in-school junior high school students using the School Community Sense Scale, Cognitive Reappraisal Scale, and Academic Burnout Scale. The results showed that: (1) The overall levels of school community sense and cognitive reappraisal of junior high school students were moderate, while their academic burnout level was significantly above the moderate range; (2) There were significant pairwise correlations among school community sense, cognitive reappraisal, and academic burnout; (3) Cognitive reappraisal played a partial mediating role in the relationship between school community sense and academic burnout. The study indicates that the school community sense of junior high school students can not only directly negatively predict their academic burnout level but also indirectly reduce the degree of academic burnout through the mediating pathway of cognitive reappraisal. The findings provide theoretical basis and empirical support for the intervention practice of academic burnout among junior high school students under the framework of the “Double Reduction Policy”. 为探讨“双减”背景下初中生学习倦怠的现状特征，剖析学习倦怠与学校社区感、认知重评的关联机制，并验证认知重评在学校社区感影响学习倦怠过程中的中介效应，本研究采用学校社区感量表、认知重评量表及学习倦怠量表，对518名在校初中生开展问卷调查。结果发现：（1）初中生的学校社区感、认知重评总体处于中等水平，而学习倦怠水平高于中等水平；（2）学校社区感、认知重评与学习倦怠三者间存在两两显著相关；（3）认知重评在学校社区感与学习倦怠的关系中起部分中介作用。研究表明，初中生的学校社区感既可直接负向预测其学习倦怠水平，也可通过认知重评的中介路径间接降低学习倦怠程度，本研究结果为“双减”政策框架下初中生学习倦怠的干预实践提供了理论依据与实证支持。
• DOI: https://doi.org/10.35534/pc.0801011 (registering DOI)
• Cite: 黄婷姣. (2026). 学校社区感对学习倦怠的影响: 认知重评的中介作用. 中国心理学前沿, 8 (1), 66-71.