METHODS: A total of 2,070 students in grades 4-8 were recruited from two primary and three middle schools in Shanghai, completed the Elementary School Student Burnout Scale (ESSBS), the Multidimensional Anxiety Scale for Children-Chinese (MASC-C), the Center for Epidemiological Studies Depression Scale (CES-D), the Connor-Davidson Resilience Scale (CD-RISC), and the General Self-Efficacy Scale (GSES), with 95.04% effective response rate. Multivariable regression analyses examining the associations between anxiety / depression symptoms and academic burnout (as well as the associations between resilience / self-efficacy and academic burnout) were performed using STATA 16.0 and SmartPLS 3.0.
RESULTS: Anxiety symptoms (β = 0.124, p < 0.01) and depression symptoms (β = 0.477, p < 0.01) were positively correlated with academic burnout. Resilience partially mediated the association between depression symptoms and academic burnout (β = 0.059, p < 0.01), with a mediation rate of 12.37%. Self-efficacy partially mediated the associations between anxiety symptoms and academic burnout (β = 0.022, p < 0.01) and between depression symptoms and academic burnout (β = 0.017, p < 0.01), with mediation rates of 17.74% and 3.56%, respectively. Resilience and self-efficacy together (β = 0.041, p < 0.01) formed a mediating chain between depression symptoms and academic burnout, with a mediation rate of 8.6%.
CONCLUSIONS: Anxiety and depression symptoms were positively associated with academic burnout. Resilience and self-efficacy were found to mediate the associations partially.
方法:从上海的两所小学和三所中学共招收4-8年级学生2070人,完成了小学生倦怠量表(ESSBS),中国儿童多维焦虑量表(MASC-C),流行病学研究中心抑郁量表(CES-D),康纳-戴维森弹性量表(CD-RISC),和一般自我效能感量表(GSES),有效率为95.04%。使用STATA16.0和SmartPLS3.0进行了多变量回归分析,研究了焦虑/抑郁症状与学业倦怠之间的关联(以及韧性/自我效能感与学业倦怠之间的关联)。
结果:焦虑症状(β=0.124,p<0.01)和抑郁症状(β=0.477,p<0.01)与学业倦怠呈正相关。心理弹性部分介导了抑郁症状与学业倦怠之间的关联(β=0.059,p<0.01),调解率为12.37%。自我效能感部分介导了焦虑症状与学业倦怠(β=0.022,p<0.01)以及抑郁症状与学业倦怠(β=0.017,p<0.01)之间的关系。调解率为17.74%和3.56%,分别。心理弹性和自我效能感(β=0.041,p<0.01)在抑郁症状和学业倦怠之间形成了一条中介链,调解率为8.6%。
结论:焦虑和抑郁症状与学业倦怠呈正相关。发现弹性和自我效能感部分介导了这种关联。