Li Zhaocong, Luo Jingyu, Song Fang, Li Jia, Shen Yue
School of Psychology, Liaoning Normal University, Dalian, China.
Educational Science Research and Evaluation Center, Liaoning Institute of Education, Shenyang, China.
Psychol Rep. 2025 Apr;128(2):1042-1066. doi: 10.1177/00332941231156810. Epub 2023 Feb 8.
Learning burnout is a continuous negative psychological state experienced by students. According to Cultural contextual risk theory and Ecological systems theory, family and school are important factors that affect students' psychological and social development. The study discusses the relationship between and mechanisms of parental burnout and children's learning burnout, and the moderating role of school factors in this process based on previous relevant theories and existing research. This study used the Parental Burnout Assessment, the Parent-Child Relationship Scale, the Positive Psychology Questionnaire, the Adolescent Student Burnout Inventory, and School Connectedness Scale to conduct a cluster sampling survey of 1439 primary school students and one of their parents (the primary caregiver) in China. The results showed that parent-child relationship and children's psychological resilience played a mediating role between parental burnout and students' learning burnout. School connection played a moderating role between parent-child conflict and children's psychological resilience. The study's results indicate that parental burnout is a critical risk factor for children's learning burnout and school connection can be a protective factor. This finding suggests that in education, schools should support and work with parents to promote students' psychological and social development. However, the family remains the primary factor affecting students' development.
学习倦怠是学生经历的一种持续的消极心理状态。根据文化背景风险理论和生态系统理论，家庭和学校是影响学生心理和社会发展的重要因素。本研究基于以往相关理论和现有研究，探讨了父母倦怠与孩子学习倦怠之间的关系及作用机制，以及学校因素在此过程中的调节作用。本研究采用父母倦怠评估量表、亲子关系量表、积极心理问卷、青少年学生倦怠量表和学校联结感量表，对中国1439名小学生及其一名家长（主要照顾者）进行了整群抽样调查。结果表明，亲子关系和孩子的心理韧性在父母倦怠与学生学习倦怠之间起中介作用。学校联结感在亲子冲突与孩子心理韧性之间起调节作用。研究结果表明，父母倦怠是孩子学习倦怠的关键风险因素，而学校联结感可以成为一个保护因素。这一发现表明，在教育中，学校应支持并与家长合作，以促进学生的心理和社会发展。然而，家庭仍然是影响学生发展的主要因素。
