Mindfulness and Learning Burnout in High School Students: A Perspective Based on Self-Regulated Learning Model

doi:10.12139/j.1672-0628.2022.04.009

Abstract

Abstract: This study was based on the perspective of the self-regulated learning model to explore how mindfulness affects the learning burnout of high school students. In this study, 863 high school students were surveyed by using the Mindfulness Attention Awareness Scale, Meaning in Life Scale, Zimbardo Time Insight Questionnaire, and Youth Learning Burnout Scale. The results showed that, firstly, mindfulness had a negative predictive effect on high school students’ learning burnout; secondly, mindfulness indirectly affected learning burnout through its independent mediation of future time insight and meaning in life, as well as the chain mediation of future time insight and meaning in life. Therefore, mindfulness can negatively predict the learning burnout of high school students, and improve their insight of future time and meaning in life, which can alleviate the learning burnout of high school students while promoting the physical and mental health of high school students.

Key words: mindfulness, meaning in life, future time insight, learning burnout, self-regulated learning model

摘要： 基于自我调节学习模型的视角，探究正念对高中生学习倦怠的影响，采用正念注意觉知量表、生命意义感量表、津巴多时间洞察力问卷和青少年学习倦怠量表调查863名高中生。结果表明：（1）正念对高中生学习倦怠具有负向预测作用；（2）正念通过未来时间洞察力与生命意义感的独立中介作用及未来时间洞察力与生命意义感的链式中介作用间接影响学习倦怠。因此，正念可以负向预测高中生学习倦怠，提升未来时间洞察力与生命意义感可以缓解高中生学习倦怠，促进高中生身心健康。

关键词: 正念, 生命意义感, 未来时间洞察力, 学习倦怠, 自我调节学习模型

CLC Number:

B844

JIN Ming, ZENG Lianping, ZENG Xiaoye, HUANG Yafu. Mindfulness and Learning Burnout in High School Students: A Perspective Based on Self-Regulated Learning Model[J]. Studies of Psychology and Behavior, 2022, 20(4): 494-500.

靳铭, 曾练平, 曾小叶, 黄亚夫. 高中生正念与学习倦怠：基于自我调节学习模型的视角[J]. 心理与行为研究, 2022, 20(4): 494-500.

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