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Abstract：
BACKGROUND: To explore the associations between anxiety and depression symptoms and academic burnout among children and adolescents in China, and to examine the role of resilience and self-efficacy in addressing academic burnout.
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.
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.
摘要：
背景：探讨中国儿童和青少年焦虑和抑郁症状与学业倦怠之间的关系，并研究韧性和自我效能感在解决学业倦怠中的作用。
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。
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。
