The Effect of Peer and Teacher-Student Relationship on Academic Burnout of Vocational High School Students: The Chain Mediating Roles of Perceived Discrimination and Self-Compassion

doi:10.12139/j.1672-0628.2023.05.016

Abstract

Abstract:

This study adopted a longitudinal follow-up design to test 1896 vocational high school students twice at six-month intervals using the Peer Attachment Scale, the Teacher-Student Attachment Scale, the Discrimination Perceptions Scale, the Self-Compassion Questionnaire, and the Academic Burnout Questionnaire. The results found that: 1) peer and teacher-student relationships significantly and negatively predicted academic burnout among vocational high school students; 2) discrimination perception and self-compassion played a mediating chain role between peers, teacher-student relationships, and academic burnout; 3) teacher-student relationships were stronger predictors than peer relationships in both direct prediction and mediation models. The results reveal mechanisms and differences in the effects of peer and student-teacher relationships on academic burnout.

Key words: vocational high school students, academic burnout, discrimination perception, self-compassion

摘要：

采用纵向追踪设计，使用同伴依恋量表、师生依恋量表、中职生歧视知觉量表、中文版自悯量表与学业倦怠量表对1896名中职生进行间隔半年的两次测查。结果发现：(1)同伴关系和师生关系可以显著负向预测中职生学业倦怠；(2)歧视知觉和自我同情在同伴、师生关系与学业倦怠之间起链式中介作用；(3)在直接预测和中介模型中，师生关系的预测程度都强于同伴关系。研究揭示了同伴与师生关系对学业倦怠的影响机制及差异。

关键词: 中职生, 学业倦怠, 歧视知觉, 自我同情

CLC Number:

B849

Siyi WANG, Wan DING, Shengcheng SONG, Zhaoxing SUN, Ruibo XIE, Weijian LI. The Effect of Peer and Teacher-Student Relationship on Academic Burnout of Vocational High School Students: The Chain Mediating Roles of Perceived Discrimination and Self-Compassion[J]. Studies of Psychology and Behavior, 2023, 21(5): 691-697.

王思怡, 丁菀, 宋省成, 孙赵星, 谢瑞波, 李伟健. 中职生同伴、师生关系对学业倦怠的影响：歧视知觉与自我同情的链式中介作用[J]. 心理与行为研究, 2023, 21(5): 691-697.

Figures/Tables 4

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	M±SD	1	2	3	4	5	6	7	8
1.T1同伴关系	20.51±9.57
2.T1师生关系	17.42±9.09	0.65***
3.T1歧视知觉	14.84±5.39	−0.28***	−0.31***
4.T2歧视知觉	14.23±5.48	−0.29***	−0.32***	0.35***
5.T1自我同情	82.00±11.57	0.35***	0.40***	−0.48***	−0.30***
6.T2自我同情	82.69±11.06	0.38***	0.41***	−0.31***	−0.50***	0.44***
7.T1学业倦怠	48.48±10.12	−0.28***	−0.30***	0.30***	0.28***	−0.26***	−0.31***
8.T2学业倦怠	48.68±9.32	−0.20***	−0.20***	0.23***	0.32***	−0.21***	−0.33***	0.33***
9.自评学业成绩	2.93±0.84	0.14***	0.14***	−0.04	−0.06**	0.09***	0.12***	−0.12**	−0.07**

	M±SD	1	2	3	4	5	6	7	8
1.T1同伴关系	20.51±9.57
2.T1师生关系	17.42±9.09	0.65***
3.T1歧视知觉	14.84±5.39	−0.28***	−0.31***
4.T2歧视知觉	14.23±5.48	−0.29***	−0.32***	0.35***
5.T1自我同情	82.00±11.57	0.35***	0.40***	−0.48***	−0.30***
6.T2自我同情	82.69±11.06	0.38***	0.41***	−0.31***	−0.50***	0.44***
7.T1学业倦怠	48.48±10.12	−0.28***	−0.30***	0.30***	0.28***	−0.26***	−0.31***
8.T2学业倦怠	48.68±9.32	−0.20***	−0.20***	0.23***	0.32***	−0.21***	−0.33***	0.33***
9.自评学业成绩	2.93±0.84	0.14***	0.14***	−0.04	−0.06**	0.09***	0.12***	−0.12**	−0.07**

路径	效应估计值	相对效应占比(%)	95%置信区间
路径	效应估计值	相对效应占比(%)	下限	上限
同伴关系−学业倦怠	−0.019	34.55	−0.073	0.029
同伴关系−歧视知觉−学业倦怠	−0.013	23.64	−0.027	−0.005
同伴关系−自我同情−学业倦怠	−0.018	32.73	−0.029	−0.009
同伴关系−歧视知觉−自我同情−学业倦怠	−0.005	9.09	−0.009	−0.002
师生关系−学业倦怠	0.005	9.62	−0.057	0.066
师生关系−歧视知觉−学业倦怠	−0.020	38.46	−0.033	−0.009
师生关系−自我同情−学业倦怠	−0.020	38.46	−0.034	−0.010
师生关系−歧视知觉−自我同情−学业倦怠	−0.007	13.46	−0.013	−0.003

路径	效应估计值	相对效应占比(%)	95%置信区间
路径	效应估计值	相对效应占比(%)	下限	上限
同伴关系−学业倦怠	−0.019	34.55	−0.073	0.029
同伴关系−歧视知觉−学业倦怠	−0.013	23.64	−0.027	−0.005
同伴关系−自我同情−学业倦怠	−0.018	32.73	−0.029	−0.009
同伴关系−歧视知觉−自我同情−学业倦怠	−0.005	9.09	−0.009	−0.002
师生关系−学业倦怠	0.005	9.62	−0.057	0.066
师生关系−歧视知觉−学业倦怠	−0.020	38.46	−0.033	−0.009
师生关系−自我同情−学业倦怠	−0.020	38.46	−0.034	−0.010
师生关系−歧视知觉−自我同情−学业倦怠	−0.007	13.46	−0.013	−0.003

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