自我效率和通过学习狂热的情绪疲之间的动态:哪些资源可能对大学生有帮助?
Domenico Sanseverino1, Danila Molinaro2, Paola Spagnoli2
1Department of Psychology, University of Turin, 10124 Turin, Italy.
概括
大学学生面临压力和学习痴迷,但学术自我效能 (ASE) 和支持提供了保护. 加强ASE和教师支持对于学生福祉至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 高等教育研究 高等教育研究
背景情况:
- 在COVID-19大流行期间,大学生经历了高度的压力,焦虑和学习痴迷 (学习狂热).
- 支持性的大学环境和学术自我效能 (ASE) 起到了保护因素的作用.
- 人们对学习过度的看法可能已经削弱了ASE对学习狂热的保护作用.
研究的目的:
- 检查学习负载和教职员工支持对ASE和疲劳之间的关系的调节作用,通过学习狂热来调解.
- 应用工作需求资源模型来了解高等教育中的学生福祉.
- 研究学术要求,学生支持和心理健康结果之间的复杂相互作用.
主要方法:
- 对11所机构的6736名大学生进行了横截面调查.
- 自我报告的措施评估了学术和生活方面的因素,包括学习狂热,ASE,疲劳,学习负载和感知到的支持.
- 使用统计分析来测试拟议的调解和调节模型.
主要成果:
- 学术自我效能 (ASE) 部分调解了学习狂热和疲劳之间的负面关系.
- 无论是学习负载还是教职员工的支持,都减轻了ASE和疲劳之间的关系.
- 尽管有积极的相互作用效应,但ASE在不同级别的研究负载和支持中始终表现出保护作用.
结论:
- 学习狂热会对学生的疲劳产生重大影响,无论是直接还是间接.
- 加强ASE,加上专注于学习策略和预防措施的强有力的教师支持,是至关重要的.
- 干预措施应通过加强ASE和感知支持系统来解决高水平的学习整体主义和疲劳.
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