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家庭功能在青少年人性化与学业倦怠关系中作为调解因素的作用

Family functionality as a mediator in the relationship between humanization and academic burnout in adolescents.

作者信息

Molina Moreno Pablo, Fernández Gea Silvia, Pérez-Fuentes María Del Carmen, Molero Jurado María Del Mar, Gázquez Linares José Jesús

机构信息

Department of Psychology, Universidad de Almería, Almería, Spain.

Department of Psychology, Universidad Autónoma de Chile, Santiago, Chile.

出版信息

Front Psychol. 2025 Jan 15;15:1520912. doi: 10.3389/fpsyg.2024.1520912. eCollection 2024.

DOI:10.3389/fpsyg.2024.1520912
PMID:39881708
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11774834/
Abstract

INTRODUCTION

During adolescence, personal competencies serve as protective factors against social exclusion and are crucial for promoting psychological well-being and creating opportunities for growth. Family and educational systems play a pivotal role in supporting these competencies. This study aims to analyze the relationships between humanization competencies, academic burnout, and family functionality, to examine sex differences in these variables, and to explore the mediating effect of family functionality.

METHODS

The sample comprised 1,092 secondary school students (584 females and 508 males) from Almería, Spain, aged 12 to 17 ( = 14.5 years).

RESULTS

The findings show that family functionality is positively associated with humanization competencies and academic efficacy, and negatively associated with emotional exhaustion and cynicism. Notable sex differences emerged, with males scoring higher in optimism, self-efficacy, and affect, while females scored higher in sociability and cynicism. Mediation analysis revealed that family functionality partially mediates the relationship between humanization competencies and academic burnout, specifically impacting cynicism, academic efficacy, and emotional exhaustion.

DISCUSSION

These results highlight the critical role of a supportive family environment in enhancing adolescents' psychological resilience and academic outcomes. The study suggests that interventions targeting family functionality could be effective in reducing academic burnout and promoting overall well-being among adolescents.

摘要

引言

在青少年时期，个人能力作为抵御社会排斥的保护因素，对于促进心理健康和创造成长机会至关重要。家庭和教育系统在支持这些能力方面发挥着关键作用。本研究旨在分析人性化能力、学业倦怠和家庭功能之间的关系，检验这些变量中的性别差异，并探讨家庭功能的中介作用。

方法

样本包括来自西班牙阿尔梅里亚的1092名中学生（584名女生和508名男生），年龄在12至17岁之间（平均年龄 = 14.5岁）。

结果

研究结果表明，家庭功能与人性化能力和学业效能呈正相关，与情感耗竭和玩世不恭呈负相关。出现了显著的性别差异，男性在乐观、自我效能和情感方面得分较高，而女性在社交能力和玩世不恭方面得分较高。中介分析表明，家庭功能部分中介了人性化能力与学业倦怠之间的关系，具体影响玩世不恭、学业效能和情感耗竭。

讨论

这些结果凸显了支持性家庭环境在增强青少年心理韧性和学业成绩方面的关键作用。该研究表明，针对家庭功能的干预措施可能有效地减少学业倦怠并促进青少年的整体幸福感。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/9d9478810ef3/fpsyg-15-1520912-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/55c6a0daf889/fpsyg-15-1520912-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/dcd6d89d3d9a/fpsyg-15-1520912-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/35084744fefe/fpsyg-15-1520912-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/b1272bc48cc2/fpsyg-15-1520912-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/9d9478810ef3/fpsyg-15-1520912-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/55c6a0daf889/fpsyg-15-1520912-g001.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/dcd6d89d3d9a/fpsyg-15-1520912-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/35084744fefe/fpsyg-15-1520912-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/b1272bc48cc2/fpsyg-15-1520912-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/7863/11774834/9d9478810ef3/fpsyg-15-1520912-g005.jpg

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