农村留守儿童人际敏感性与主观幸福感学习倦怠的关系

The Relationships between Interpersonal Sensitivity, Subjective Well-being and Learning Burnout in Rural Left-behind Children

摘要

摘要:为了探讨农村留守儿童人际敏感性与主观幸福感、学习倦怠的关系,采用中学生人际敏感性问卷、生活满意度量表、积极/消极情感量表和青少年学习倦怠量表对350名农村留守儿童进行测量.结果表明: ( 1 )农村留守儿童人际敏感性与主观幸福感呈显著负相关,与学习倦怠呈显著正相关; (2)人际敏感性能负向预测主观幸福感,正向预测学习倦怠; (3 )主观幸福感在人际敏感性与学习倦怠之间起部分中介作用.

Abstract:In order to explore relationships between the interpersonal sensitivity, subjective well-being and learning burnout in rural left-behind children, 350 left-behind children were investigated with Interpersonal Sensitivity Questionnaire for Middle School Students(IPSQ-MSS), Life Satisfaction Scale, Positive-negative Affect Scale and Adolescent Student Burnout
Inventory(ASBI). The results indicated as follows: interpersonal sensitivity was significantly positively correlated with learn- ing burnout, yet negatively correlated with subjective well-being; interpersonal sensitivity can negatively predict the subjective well-being and positively predict the learning burnout; subjective well-being played partly an intermediary role between inter- personal sensitivity and learning burnout.