International Open Access Journal Platform

少数民族预科生学习压力与学业倦怠的关系：正念和心理韧性的作用

The Relationship between Learning Stress and Academic Burnout among Minority Preparatory Students: The Role of Mindfulness and Psychological Resilience

詹成曦, 吴蔓, 王亮生

Psychology of China / 2026,8(4): 450-458 / 2026-04-17 24 18

View Download PDF

• Information:

  西南民族大学教育学与心理学学院，成都

• Keywords:
  Ethnic minority pre-university students; Academic pressure; Academic burnout; Psychological resilience; Mindfulness
  少数民族预科生; 学习压力; 学业倦怠; 心理韧性; 正念
• Abstract: Objective To investigate the mediating role of psychological resilience and mindfulness in the relationship between academic stress and academic burnout among foundation students, thereby providing theoretical grounds for enhancing their psychological resilience and mindfulness. Method This study conducted a paper-based questionnaire survey among ethnic minority preparatory students at a university in Sichuan Province, covering adolescent academic pressure, academic burnout, psychological resilience, and the Five-Factor Mindfulness Scale. A total of 359 valid questionnaires were collected. Data analysis was performed using SPSS software to construct a mediation effect model, exploring the interactive mechanisms among these variables. Results showed that academic pressure significantly and positively predicts academic burnout; mindfulness mediates this relationship; concurrently, mindfulness and psychological resilience form a chained mediating pathway. After incorporating mediating variables, the direct effect of academic pressure on academic burnout remains significant. Conclusion Academic pressure not only directly influences academic burnout among foundation students but also indirectly exacerbates burnout levels by reducing mindfulness levels and further diminishing psychological resilience. This suggests that academic burnout may be mitigated through interventions aimed at enhancing mindfulness and psychological resilience. 目的：探讨心理韧性和正念在预科生学业压力对学业倦怠影响中的中介作用，为提高预科生心理韧性和正念水平提供理论依据。方法：本研究以四川某高校少数民族预科生为研究对象，发放青少年学习压力、学业倦怠、心理韧性和五因素正念量表纸质问卷，共收集有效问卷359份，运用SPSS软件进行数据分析，构建中介效应模型探索其相互作用机制。结果：学习压力显著正向预测学业倦怠；正念在两者之间发挥中介作用；同时，正念与心理韧性构成链式中介路径；纳入中介变量后，学习压力对学业倦怠的直接效应仍显著。结论：学习压力不仅直接影响预科生学业倦怠，还可通过降低正念水平并进一步削弱心理韧性而间接加剧倦怠水平，提示可通过提升正念与心理韧性干预学业倦怠。
• DOI: 10.35534/pc.0804070 (registering DOI)
• Cite: 詹成曦, 吴蔓，王亮生. (2026). 少数民族预科生学习压力与学业倦怠的关系：正念和心理韧性的作用. 中国心理学前沿, 8 (4), 450-458.