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大学生无聊倾向对学习倦怠的影响:情绪调节策略的中介作用
作者:赵鑫1  李莹莹1  金佳2  金戈3 
单位:1. 西北师范大学心理学院行为康复训练研究中心  兰州 730070 
2.
 国网英大集团公司人资部  北京 100005 
3.
 兰州城市学院教育学院  兰州 730070 
关键词:无聊倾向 学习倦怠 认知重评 表达抑制 
分类号:R395.6
出版年,卷(期):页码:2016,24(1):64-68
摘要:

目的:从情绪调节策略的角度入手,探讨无聊倾向对大学生学习倦怠的影响。方法:选取567名16-26岁大学生为研究对象,采用情绪调节策略量表、大学生无聊倾向问卷、大学生学习倦怠量表进行测量。结果:认知重评策略在单调性与情绪低落、成就感低之间起中介作用;认知重评策略在孤独感与行为不当、成就感低之间起中介作用;认知重评策略在自控力与成就感低之间起中介作用。结论:情绪调节策略使用频率在大学生无聊倾向和学习倦怠之间起中介作用。

Objective: To explore the impact of boring tendency on college students' learning burnout from the perspective of emotion regulation strategies.Methods: In this research, participants included 567 college students aged from 16 to 26 years old.We measured the frequency of cognitive reappraisal and suppression expression with the Emotion Regulation Questionnaire, the boredom proneness with the Boredom Proneness Seale for college student and the learning burnout with the Learning Burnout of Undergraduates Scale.Results: Results indicated that cognitive reappraisal played an intermediary role between monotonicity, depression and low achievement, and between loneliness, misbehavior and low achievement, and between self-control and low sense of achievement.Conclusion: Emotion regulation strategy acts as a mediating role in the relationship between boredom proneness and learning burnout in adolescents.

基金项目:
甘肃省教育科学"十二五"规划课题重点项目(GS[2013]GHBZ093);甘肃省教育科学"十二五"规划课题重点项目(GS[2013]GHBZ086);西北师范大学青年教师科研能力提升计划(SKQ-NYB12009)
作者简介:
参考文献:

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