Zeng Zhengyu, Wang Xiaogang, Chen Qiuyan, Gou Yushi, Yuan Xiaojiao
School of Education and Psychology, Southwest Minzu University, Chengdu, China.
Key Research Institute of Humanities and Social Sciences of State Ethnic Affairs Commission, Southwest Minzu University, Chengdu, China.
Front Psychol. 2022 Sep 28;13:1005176. doi: 10.3389/fpsyg.2022.1005176. eCollection 2022.
This study investigates the characteristics of posttraumatic growth (PTG) and academic burnout among adolescents in an ethnic minority area in China during the COVID-19 pandemic, and examines the moderating role of core belief challenge on the association between PTG and academic burnout. This study surveyed 941 secondary school students in Wenchuan using the posttraumatic growth inventory, adolescent academic burnout inventory, core beliefs inventory, and a self-designed demographic questionnaire. The results showed that: (1) Five months after the COVID-19 outbreak in China, the level of PTG among adolescents in the Wenchuan area was high and its prevalence was 32.3%. Among them, the dimension of perceived changes in self was the highest, and the PTG level of junior high school students was higher than that of high school students. The academic burnout level of adolescents, particularly emotional exhaustion, was also high. The academic burnout level of the high school students was higher than that of junior high school students. (2) There was a significant negative correlation between PTG and academic burnout among adolescents. (3) Core belief challenge moderated the relationship between PTG and academic burnout. PTG had a significant negative predictive effect on adolescents' academic burnout only when the core belief challenge was above a moderate level. These results showed the uniqueness of PTG and psychological behavioral problems of adolescents in ethnic minority areas during the COVID-19 pandemic. They also emphasized the key role of core belief challenge in the process of PTG in reducing adolescents' academic burnout. Based on these results, recommendations are provided to alleviate academic burnout among adolescents in Wenchuan against the background of the COVID-19 pandemic. While providing full play to ethnic minority cultural characteristics to promote posttraumatic growth, guiding adolescents' value reflection and cognitive reconstruction should be focused on.
本研究调查了中国少数民族地区青少年在新冠疫情期间的创伤后成长（PTG）特征和学业倦怠情况，并检验了核心信念挑战在PTG与学业倦怠之间的关联中所起的调节作用。本研究使用创伤后成长量表、青少年学业倦怠量表、核心信念量表和自行设计的人口学调查问卷，对汶川县的941名中学生进行了调查。结果显示：（1）在中国新冠疫情爆发五个月后，汶川县青少年的PTG水平较高，其发生率为32.3%。其中，自我认知变化维度得分最高，初中生的PTG水平高于高中生。青少年的学业倦怠水平，尤其是情绪耗竭程度也较高。高中生的学业倦怠水平高于初中生。（2）青少年的PTG与学业倦怠之间存在显著负相关。（3）核心信念挑战调节了PTG与学业倦怠之间的关系。只有当核心信念挑战高于中等水平时，PTG才对青少年的学业倦怠有显著的负向预测作用。这些结果显示了新冠疫情期间少数民族地区青少年PTG的独特性以及心理行为问题。它们还强调了核心信念挑战在PTG过程中对减轻青少年学业倦怠的关键作用。基于这些结果，针对新冠疫情背景下减轻汶川县青少年学业倦怠的问题提出了建议。在充分发挥少数民族文化特色以促进创伤后成长的同时，应着重引导青少年进行价值反思和认知重建。
