初中生班级团体依恋、自悯与学习倦怠的关系
The Associations among Class Group Attachment, Self-compassion, and Learning Burnout among Junior Middle School Students

本研究采用青少年学习倦怠量表、班级团体依恋问卷、自悯量表、青少年父母同伴依恋问卷、生活满意度量表、和自编学业满意度问题对658名初中生进行问卷调查，考察当代初中生对其所在班级的团体依恋和自悯与学习倦怠之间的关系，并检验自悯在班级团体依恋和学习倦怠关系中的中介作用。结果发现：在控制了人口学变量、父母依恋、同伴依恋、学业满意度和生活满意度之后，（1）班级团体依恋焦虑和回避均能显著正向预测学习倦怠；（2）自悯显著负向预测学习倦怠；（3）自悯在班级团体依恋焦虑和学习倦怠的关系中起到完全中介的作用，而在班级团体依恋回避和学习倦怠的关系中起部分中介的作用。研究结果对于从班级团体依恋和自悯的角度理解中学生学习倦怠具有重要意义。
To explore the associations among class group attachment (anxiety and avoidance), self-compassion, and leaning burnout, and examine the mediating role of self-compassion in the association between class group attachment and learning burnout, this study investigated a sample of 658 junior middle school students by using the Learning Burnout scale, Social Group Attachment scale (toward class collective), Self-Compassion scale, Inventory of Parent and Peer Attachment, Life Satisfaction scale, and Grade Satisfaction. Results from regression analyses revealed that:after controlling for the demographic variables, attachment to parents and peers, life satisfaction and grade satisfaction, (1) both class group attachment anxiety and avoidance positively related to learning burnout; (2) self-compassion negatively predicted learning burnout; and (3) self-compassion mediated the association between class group attachment anxiety and learning burnout partially, and association between class group attachment avoidance and learning burnout fully. These findings contribute to understanding learning burnout among junior middle school students from group attachment and self-compassion.