军校学员主观幸福感、坚毅品质与学业倦怠的关系
|
摘要
目的了解军校学员主观幸福感、坚毅品质与学业倦怠的关系,为缓解军校学员学业倦怠提供理论依据。方法以某军校796名学员为调查对象,采用主观幸福感量表、坚毅量表、学业倦怠问卷施测,并进行统计学分析。结果军校学员主观幸福感平均分为(4.42±0.77)分,坚毅品质平均分为(3.59±0.60)分,学业倦怠平均分为(2.44±0.69)分。不同年级间,与大一学员相比,大三学员的主观幸福感、坚毅品质得分较低,学业倦怠得分较高,二者比较差异具有统计学意义(t值分别为6.00,10.61,-14.15,P均<0.01)。不同性别间,主观幸福感、坚毅品质得分男女比较差异无统计学意义(P>0.05),男生学业倦怠得分明显高于女生,二者比较差异具有统计学意义(t=2.73,P<0.01)。成绩优秀学员主观幸福感、坚毅品质得分最高,学业倦怠得分最低,成绩靠后学员主观幸福感、坚毅品质得分最低,学业倦怠得分最高,不同学习成绩间差异具有统计学意义(F分别为6.52,21.23,49.87,P均<0.01)。主观幸福感与坚毅品质呈显著正相关(r=0.46,P<0.01),与学业倦怠呈显著负相关(r=-0.54,P<0.01),坚毅品质与学业倦怠呈显著负相关(r=-0.63,P<0.01),坚毅品质在学业倦怠与主观幸福感间的中介效应显著,中介效应占总效应的比例为30.5%。结论军校学员的主观幸福感影响学业倦怠水平,且坚毅品质起部分中介作用,提高主观幸福感、坚毅品质有助于缓解学业倦怠。
Objective To explore the relationship between subjective well-being, grit and academic burnout of military university students, and provide theoretical basis for alleviating academic burnout.Methods A total of 796 military medical university students were surveyed and analyzed by the subjective well-being scale, Grit-O scale, and academic burnout questionnaire.Results The average score of subjective well-being,grit,academic burnout was(4.42±0.77),(3.59±0.60) and(2.44±0.69),respectively.In different grades,compared with freshman, the scores of subjective well-being and grit in junior were lower,and the score of academic burnout was higher(t=6.00,10.61,-14.15,respectively, all P<0.01).The academic burnout score of male students was significantly higher than that of female students(t=2.73, P<0.01),while the scores of subjective well-being and grit were not significantly different between male students and female students(P>0.05).The excellent students scored highest in subjective well-being,grit,and lowest in academic burnout, while the latter students scored lowest in subjective well-being,grit,and highest in academic burnout,and there were significantly different between the excellent students and the latter students(F=6.52,21.23,49.87,respectively,all P<0.01).The subjective well-being was positively correlated with grit(r=0.46, P<0.01),and negatively correlated with the academic burnout(r=-0.54, P<0.01). The grit was negatively correlated with the academic burnout(r=-0.63,P<0.01).The mediating effect of grit between academic burnout and subjective well-being was significant,and accounted for 30.5% of the total effect.Conclusion The levels of subjective well-being of military university students effects the levels of academic burnout,and grit plays partial mediating role,so improving military medical university students' sense of subjective well-being and grit can help alleviate academic burnout.
Objective To explore the relationship between subjective well-being, grit and academic burnout of military university students, and provide theoretical basis for alleviating academic burnout.Methods A total of 796 military medical university students were surveyed and analyzed by the subjective well-being scale, Grit-O scale, and academic burnout questionnaire.Results The average score of subjective well-being,grit,academic burnout was(4.42±0.77),(3.59±0.60) and(2.44±0.69),respectively.In different grades,compared with freshman, the scores of subjective well-being and grit in junior were lower,and the score of academic burnout was higher(t=6.00,10.61,-14.15,respectively, all P<0.01).The academic burnout score of male students was significantly higher than that of female students(t=2.73, P<0.01),while the scores of subjective well-being and grit were not significantly different between male students and female students(P>0.05).The excellent students scored highest in subjective well-being,grit,and lowest in academic burnout, while the latter students scored lowest in subjective well-being,grit,and highest in academic burnout,and there were significantly different between the excellent students and the latter students(F=6.52,21.23,49.87,respectively,all P<0.01).The subjective well-being was positively correlated with grit(r=0.46, P<0.01),and negatively correlated with the academic burnout(r=-0.54, P<0.01). The grit was negatively correlated with the academic burnout(r=-0.63,P<0.01).The mediating effect of grit between academic burnout and subjective well-being was significant,and accounted for 30.5% of the total effect.Conclusion The levels of subjective well-being of military university students effects the levels of academic burnout,and grit plays partial mediating role,so improving military medical university students' sense of subjective well-being and grit can help alleviate academic burnout.
引文
[1] 王毅超,夏缨,蒋娟,等. 军队院校学员心理压力分析及对策初探[J].解放军预防医学杂志,2015,33(5):589-590
[2] Duckworth AL,Peterson C, Matthews MD,et al. Grit: perseverance and passion for long-term goals [J].J Pers Soc Psychol, 2007, 92(6):1087-1101
[3] 张琰,王紫微,黄鹏,等. 坚毅量表修订及其在军校大学生中的信效度检验[J].第二军医大学学报,2017,38(12):1532-1536
[4] 段建华. 总体幸福感量表在我国大学生中的试用结果与分析[J].中国临床心理学杂志,1996,4(1):56-57
[5] 连榕,杨丽娴,吴兰花. 大学生的专业承诺、学习倦怠的关系与量表编制[J]. 心理学报,2005,37(5):632-636
[6] 温忠麟,叶宝娟. 中介效应分析:方法和模型发展[J]. 心理科学进展,2014,22(5):731-745
[7] Villwock JA, Sobin LB, Koester LA, et al. Impostor syndrome and burnout among American medical students: a pilot study [J]. Int J Med Educ,2016,7:364-369
[8] Chow KM,Tang WKF, Chan WHC,et al. Resilience and well-being of university nursing students in Hong Kong: a cross-sectional study [J]. BMC Med Educ,2018,18(1):13-20
[9] 蒋文,蒋奖,杜晓鹏,等.坚毅人格与学业成就的关系:学习投入的的中介作用[J]. 中国特殊教育,2018,4:91-96
[10] 官群,薛琳,吕婷婷. 坚毅和刻意训练与中国大学生英语成就的关系[J]. 中国特殊教育,2015(12):79-82
[11] 苗丹民,罗正学,刘旭锋,等. 初级军官心理选拔的预测性[J]. 心理学报,2006,38(2):308-316
[12] 王帅博,吴琪俊,刘洋. 医学大学生主观幸福感影响因素的多重线性分层回归分析[J]. 中国卫生统计,2018,35(4):607-609
[13] 唐淦琦,黄敏儿. 高低幸福感人群的负情绪特点:生理和表情的依据[J]. 心理学报,2012,44(8):1086-1099
[14] Duckworth A, Gross JJ. Self-control and grit: related but separable determinants of success [J]. Curr Dir Psychol Sci,2014,23(5):319-325
[15] Bowman NA,Hill PL, Denson N,et al. Keep on truckin or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions [J]. Social Psychological Personality Science,2015,6(6):639-645
[16] Kelly DR,Matthews MD,Bartone PT,et al. Grit and hardness as predictors of performance among west point cadets [J]. Military Psychology,2014,26(4):327-342
[17] Eskreis-winkler L, Shulman EP,Duckworth AL. Survivor mission: do those who survive have a drive to therive at work? [J]. J Posit Psychol,2014,9(3):209-218
[18] Singh K, Jha SD. Positive and negative affect, and grit as predictors of happiness and life satisfaction [J]. J Indian Academy Applied Psychology,2008,34:40-45
[19] Wolters CA, Hussain M. Investigating grit and its relations with college students’ self-regulated learning and academic achievement [J]. Metacognition and Learning,2015,10(3):293-311
[20] 魏怡,胡军生. 坚毅性人格:概念结构、影响因素及作用结果[J]. 心理技术与应用,2017,5(1):52-61
[21] Duckworth AL, Kirby TA, Tsukayama E, et al. Deliberate practice spells success why grittier competitors triumph at the national spelling bee [J]. Social Psychological Personality Science,2011,2(2):174-181
[22] West MR, Kraft MA, Finn AS,et al. Promise and paradox: measuring students’ non-cognitive skills and the impact of schooling [J]. Educational Evaluation Policy Analysis,2015,38(1):148-170
[23] Wang S, Dai J, Li J, et al. Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence [J]. Hum Brain Mapp,2018, 39(4):1688-1699
[2] Duckworth AL,Peterson C, Matthews MD,et al. Grit: perseverance and passion for long-term goals [J].J Pers Soc Psychol, 2007, 92(6):1087-1101
[3] 张琰,王紫微,黄鹏,等. 坚毅量表修订及其在军校大学生中的信效度检验[J].第二军医大学学报,2017,38(12):1532-1536
[4] 段建华. 总体幸福感量表在我国大学生中的试用结果与分析[J].中国临床心理学杂志,1996,4(1):56-57
[5] 连榕,杨丽娴,吴兰花. 大学生的专业承诺、学习倦怠的关系与量表编制[J]. 心理学报,2005,37(5):632-636
[6] 温忠麟,叶宝娟. 中介效应分析:方法和模型发展[J]. 心理科学进展,2014,22(5):731-745
[7] Villwock JA, Sobin LB, Koester LA, et al. Impostor syndrome and burnout among American medical students: a pilot study [J]. Int J Med Educ,2016,7:364-369
[8] Chow KM,Tang WKF, Chan WHC,et al. Resilience and well-being of university nursing students in Hong Kong: a cross-sectional study [J]. BMC Med Educ,2018,18(1):13-20
[9] 蒋文,蒋奖,杜晓鹏,等.坚毅人格与学业成就的关系:学习投入的的中介作用[J]. 中国特殊教育,2018,4:91-96
[10] 官群,薛琳,吕婷婷. 坚毅和刻意训练与中国大学生英语成就的关系[J]. 中国特殊教育,2015(12):79-82
[11] 苗丹民,罗正学,刘旭锋,等. 初级军官心理选拔的预测性[J]. 心理学报,2006,38(2):308-316
[12] 王帅博,吴琪俊,刘洋. 医学大学生主观幸福感影响因素的多重线性分层回归分析[J]. 中国卫生统计,2018,35(4):607-609
[13] 唐淦琦,黄敏儿. 高低幸福感人群的负情绪特点:生理和表情的依据[J]. 心理学报,2012,44(8):1086-1099
[14] Duckworth A, Gross JJ. Self-control and grit: related but separable determinants of success [J]. Curr Dir Psychol Sci,2014,23(5):319-325
[15] Bowman NA,Hill PL, Denson N,et al. Keep on truckin or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions [J]. Social Psychological Personality Science,2015,6(6):639-645
[16] Kelly DR,Matthews MD,Bartone PT,et al. Grit and hardness as predictors of performance among west point cadets [J]. Military Psychology,2014,26(4):327-342
[17] Eskreis-winkler L, Shulman EP,Duckworth AL. Survivor mission: do those who survive have a drive to therive at work? [J]. J Posit Psychol,2014,9(3):209-218
[18] Singh K, Jha SD. Positive and negative affect, and grit as predictors of happiness and life satisfaction [J]. J Indian Academy Applied Psychology,2008,34:40-45
[19] Wolters CA, Hussain M. Investigating grit and its relations with college students’ self-regulated learning and academic achievement [J]. Metacognition and Learning,2015,10(3):293-311
[20] 魏怡,胡军生. 坚毅性人格:概念结构、影响因素及作用结果[J]. 心理技术与应用,2017,5(1):52-61
[21] Duckworth AL, Kirby TA, Tsukayama E, et al. Deliberate practice spells success why grittier competitors triumph at the national spelling bee [J]. Social Psychological Personality Science,2011,2(2):174-181
[22] West MR, Kraft MA, Finn AS,et al. Promise and paradox: measuring students’ non-cognitive skills and the impact of schooling [J]. Educational Evaluation Policy Analysis,2015,38(1):148-170
[23] Wang S, Dai J, Li J, et al. Neuroanatomical correlates of grit: Growth mindset mediates the association between gray matter structure and trait grit in late adolescence [J]. Hum Brain Mapp,2018, 39(4):1688-1699