高中生感知的教师工作倦怠对其学习倦怠的感染效应:基于资源丧失的视角

doi:10.16187/j.cnki.issn1001-4918.2025.05.08

摘要/Abstract

摘要： 本研究基于资源保存理论,采用纵向研究设计对湖北、湖南8所高中2731名学生进行调查,探讨高中生感知的教师工作倦怠对其学习倦怠的感染效应以及教师自主支持增量和学业自我效能感增量的中介作用。结果表明:(1)高中生感知的教师工作倦怠正向预测其学习倦怠;(2)教师自主支持增量和学业自我效能感增量在高中生感知的教师工作倦怠与其学习倦怠之间起中介作用;(3)学业自我效能感增量的中介效应与直接效应的方向相同,但教师自主支持增量的中介效应与直接效应的方向相反。研究结果对高中生学习倦怠的预防和干预具有一定的启示意义。

关键词: 工作倦怠, 学习倦怠, 感染, 资源丧失, 教师自主支持, 学业自我效能感

Abstract: Based on the Conservation of Recourse theory, this two-wave longitudinal study developed and tested a cross-level mediation model linking perceived teacher’s job burnout to high school student’s study burnout through increment of teacher autonomy support increament and academic self-efficiency. A total of 2731 high school students were recruited from 70 classes of 8 schools in Hubei and Hunan provinces. The hierarchical linear model analysis shows that perceived teacher’s job burnout has a significant direct effect on study burnout and indirect effects sequentially through increment of teacher autonomy support and academic self-efficiency. However, it is important to note that the increment of academic self-efficiency positively mediates the relationship between perceived teacher’s job burnout and study burnout, while the increment of teacher autonomy has a negative mediation effect on this relationship. This study may have important practical implications for the prevention and treatment of study burnout in high school students.

Key words: job burnout, study burnout, contagion, resource loss, teacher autonomy support, academic self-efficiency

中图分类号:

G442

黄杰, 朱丹, 周丽敏. 高中生感知的教师工作倦怠对其学习倦怠的感染效应:基于资源丧失的视角[J]. 心理发展与教育, 2025, 41(5): 684-691.

HUANG Jie, ZHU Dan, ZHOU Limin. The Contagious Effect of Perceived Teacher’s Job Burnout on High School Student’s Study Burnout: A Resource-loss Perspective[J]. Psychological Development and Education, 2025, 41(5): 684-691.

参考文献

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis.Educational Psychology Review, 26(1), 101-126.
Bakker, A. B., & Schaufeli, W. B. (2000). Burnout contagion processes among teachers. Journal of Applied Social Psychology, 30(11), 2289-2308.
Bandura, A. (1986). Fearful expectations and avoidant actions as co-effects of perceived self-inefficacy.American Psychologist, 41(12), 1389-1391.
Bernerth, J. B., & Aguinis, H. (2016). A critical review and best-practice recommendations for control variable usage.Personnel Psychology, 69(1), 229-283.
Evers, W. J. G., Tomic, W., & Brouwers, A. (2004). Burnout among teachers: Students’ and teachers’ perceptions compared. School Psychology International, 25(2), 131-148.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.Journal of Educational Psychology, 101(3), 705-716.
García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: A systematic review and meta-analysis.Social Psychology of Education, 22(1), 189-208.
Gutiérrez, M., & Tomás, J. M. (2019). The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement.Educational Psychology, 39(6), 729-748.
Hobfoll, S. E., Halbesleben, J., Neveu, J. P., & West-man, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences.Annual Review of Organizational Psychology and Organizational Behavior, 5(10), 103-128.
Madigan, D. J., & Kim, L. E. (2020). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes.International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001) Job burnout. Annual Review of Psychology, 52, 397-422.
Meredith, C., Schaufeli, W., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2020). Burnout contagion among teachers: A social network approach.Journal of Occupational and Organizational Psychology, 93(2), 328-352.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.Social Science & Medicine, 159(C), 30-37.
Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes.Journal of Educational Psychology, 102(3), 577-587.
Walburg, V. (2014). Burnout among high school students: A literature review.Children and Youth Services Review, 42(C), 28-33.
柴晓运, 龚少英, 段婷, 钟柳, 焦永清. (2011). 师生之间的动机感染:基于社会认知的视角. 心理科学进展, 19(08), 1166-1173.
陈继文, 郭永玉, 胡小勇. (2015). 教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响. 心理发展与教育, 31(2), 180-187.
段锦云, 杨静, 朱月龙. (2020). 资源保存理论:内容、理论比较及研究展望. 心理研究, 13(1), 49-57.
方杰, 张敏强, 邱皓政. (2010). 基于阶层线性理论的多层级中介效应. 心理科学进展, 18(8), 1329-1338.
黄杰, 吴国强, 王延松, 游旭群. (2015). 工作要求-资源模型与工作倦怠的相互影响. 心理科学, 38(3), 708-714.
贾绪计, 蔡林, 林琳, 林崇德. (2020). 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用. 心理发展与教育, 36(6), 700-707.
李超平, 时勘. (2003). 分配公平与程序公平对工作倦怠的影响. 心理学报, 35(5), 677-684.
梁宇颂. (2000). 大学生成就目标、归因方式与学业自我效能感的研究(硕士学位论文). 华中师范大学, 武汉.
罗云, 赵鸣, 王振宏. (2014). 初中生感知教师自主支持对学习倦怠的影响:基本心理需要、自主动机的中介作用. 心理发展与教育, 30(3), 312-321.
申继亮, 陈勃, 王大华. (2000). 成人期基本认知能力的发展状况研究. 心理学报, 32(1), 54-58.
汤丹丹, 温忠麟. (2020). 共同方法偏差检验:问题与建议. 心理科学, 43(1), 215-223.
吴艳, 戴晓阳, 温忠麟, 崔汉卿. (2010). 青少年学习倦怠量表的编制. 中国临床心理学杂志, 18(2), 152-154.
张志学. (2010). 组织心理学研究的情境化及多层次理论. 心理学报, 42(1), 10-21.

相关文章 15

[1]	谭利华, 冯士季. 教师自主支持与小学生的科学学习无畏：学习兴趣和创造力效能感的中介作用[J]. 心理发展与教育, 2024, 40(3): 375-383.
[2]	周晓慧, 刘妍希, 陈欣, 王一集. 父母教育卷入对初中生生活满意度的影响:校内人际关系和学业自我效能感的链式中介作用[J]. 心理发展与教育, 2023, 39(5): 691-701.
[3]	陈建文, 刘艳, 谭千保. 累积生态风险与高职生学习倦怠：消极自我图式和网络成瘾的中介作用[J]. 心理发展与教育, 2022, 38(4): 576-583.
[4]	王国霞, 赵扬. 教师自主支持与学生学业成就关系的元分析:心理需要满足、动机及投入的中介作用[J]. 心理发展与教育, 2022, 38(3): 380-390.
[5]	程华斌, 刘霞, 李艺敏, 李永鑫. 养育是一种幸福的体验吗？养育倦怠述评[J]. 心理发展与教育, 2021, 37(1): 146-152.
[6]	贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用[J]. 心理发展与教育, 2020, 36(6): 700-707.
[7]	郭筱琳, 何苏日那, 秦欢, 刘春晖, 罗良. 亲子间教育期望差异对小学生情感幸福感的影响:学业成绩和学业自我效能感的中介作用[J]. 心理发展与教育, 2019, 35(4): 467-477.
[8]	蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. 高中生数学能力实体观对数学学习投入的影响:学业自我效能感和消极学业情绪的中介作用[J]. 心理发展与教育, 2019, 35(1): 48-56.
[9]	江永强, 邵云天, 蔺秀云, 何先友. 初中生班级团体依恋、自悯与学习倦怠的关系[J]. 心理发展与教育, 2018, 34(4): 472-480.
[10]	陈圆圆, 张卫, 朱键军, 喻承甫, 张一波, 卢镇辉. 同伴侵害对青少年问题性网络游戏使用的影响:一个有调节的中介模型[J]. 心理发展与教育, 2016, 32(6): 733-744.
[11]	王伟, 雷雳, 王兴超. 大学生主动性人格对学业成绩的影响:学业自我效能感和学习适应的中介作用[J]. 心理发展与教育, 2016, 32(5): 579-586.
[12]	鲍学峰, 张卫, 喻承甫, 朱键军, 鲍振宙, 江艳平, 马娜, 吴涛, 陈遵炳. 初中生感知校园氛围与网络游戏成瘾的关系:学业自我效能感的中介效应与父母学业卷入的调节效应[J]. 心理发展与教育, 2016, 32(3): 358-368.
[13]	秦红芳, 刘晓明. 行动控制在农村教师工作压力与工作倦怠中的作用:PSI理论的分析视角[J]. 心理发展与教育, 2015, 31(5): 633-640.
[14]	陈继文, 郭永玉, 胡小勇. 教师自主支持与初中生的学习投入:家庭社会阶层与学生自主动机的影响[J]. 心理发展与教育, 2015, 31(2): 180-187.
[15]	罗云, 赵鸣, 王振宏. 初中生感知教师自主支持对学业倦怠的影响：基本心理需要、自主动机的中介作用[J]. 心理发展与教育, 2014, 30(3): 312-321.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed