心理学毕业论文外文翻译--大学生学习倦怠的研究

1、精选文档Study on College Students Learning BurnoutWhen students have no interests or lack in enthusiasms for the learning but can not but do it, they will be sick of the learning, and feel tired in body and mind, that state is called as the learning burnout(Yang,2005,P.54-58).Generally,the learning burn

2、out has following characteristics. (1) Exhausted emotion. For this characteristic, students generally lack in enthusiasms in their learning, and they feel exhausted, nervous, and frustrated, and they can not centralize their attentions on the learning. Students emotion is in the extreme tiredness, a

3、nd the emotional resource is exhausted, and the learning enthusiasm is very low. (2) Lacking in humanization. That means students often treat others with the bland,passive,and negative attitude, and they can not trust others, and they are unbelieving and overcritical to others. The attack behavior i

4、s an extreme representation of the learning burnout. On the one hand, students attack behaviors increase,and their human frictions increase.On the other hand, they will aim at themselves and harm themselves. (3)Low achievability. Learning burnout will induce low achievability. Students will underval

5、ue their achievements, andsome of them will even negate what they did.In recent years, many surveys about college students showed that the phenomenon of learning burnout in college students was serious. For example, Zhang Shu et als survey about 438 college students in Inner Mongolia Municipality in

6、dicated that college students level of learning burnout was higher (Zhang, 2009, P.140-142); Li Weiwei et als survey about 340 college students also showed that quiet part of colleges students had learning burnout (Li, 2007, P.19-21).College students assume the burden of national building, and the e

7、xistence of learning burnout would seriously influence the learning and the enhancement of learning efficiency, which goes against the accomplishment of the teaching task of college and the implementation of the educational target, and blocks college studentshealthy development in body and mind at t

8、he same time. College studentslearning burnout mainly comes from following causes.Bad social style and culture are the important exterior causes of college students learning burnout.College is not a closed place all along, and the opening characteristic of college students idea also makes the social

9、 style and culture to continually impact the campus culture and college students consciousness.China is in the transformation term of the society,and various passive ideas and concepts are strongly impacting college students immature mentality.The practicality, the money worship and the gastronomy a

10、re seriously corroding college students heart,and many college students have been eager for quick success and instant benefit,and they feel that it is too far to change their economic state by the learning, so they will exclude and tire in the learning.With the popularization of higher education, co

11、llege students assume unprecedented employment pressure. In 2008, the amount of college graduates in China achieved 5.6 million, and this number achieved 6.1 million in 2009, and this number will achieve 6.3 million in 2010. With unemployed graduated in past years, college students will be large emp

12、loyment group every year. But the actuality that the supply exceeds the demand will make them very difficult to find an ideal work, and even they can be employed, but the salary will be less than peasant workers, so the idea of useless learning will be grew crazily, and they will early want to find

13、a good job, not study hard. One abuse of the higher education in China is to emphasize the theory but ignore the practice. The course setting has not emphasized the actual demand of the society and college students, but too much theoretical courses, without practical courses. In teachers teaching, t

14、hey also only pay attention to the teaching of theoretical knowledge, but ignore the practices, so many students have low cognition to their learned knowledge. One survey showed that only 5.52% of college students thought that knowledge was useful, but 50.68% of them thought that knowledge was usele

15、ss (Huang, 2007, P.54). Students thought that the learned knowledge has not practical value, which makes them to exclude the courses and knowledge what they learned to some extent, and have low identification to their specialty. Teachers teaching level also impacts students learning, and with the en

16、rollment expansion of colleges, the amount of teacher expands quickly, but the total quality of teacher has not been enhanced accordingly, and many students dont satisfy teachers occupational morality, individual culture, teaching method, and teaching level, which also make them to produce the learn

17、ing burnout to some extent.College students learning burnout is closely related with their self-efficiency feeling and self-attribution. Some college students had depended on family and teachers too much for a long term, with bad independence of learning, and they could not adapt the learning mode i

18、n colleges and they failed in learning, so their self-efficiency feeling would be largely reduced. When facing learning failure, the attribution tendency is not right too. They always attributed their failures to their low ability, so their enthusiasm of learning will be largely harmed, and they wil

19、l feel helpless in study.Some students also lack in the ability to delay satisfaction. They have not far eyesight, and they only pay attention to the immediate interests, and they can not control themselves in learning, which is one of subjective cause of learning burnout.Colleges should really emph

20、asize the practice teaching, and increase the hardware investments of the practice teaching,and perfect many establishments such as lab, computer lab, and multimedia to fulfill students demand for practices. In addition, colleges should set up practice courses for students future employment and deve

21、lopment, and correct the mode emphasizing the theoretical courses. At the same time, college should also emphasize college students education of psychological health. Loving learning and being happy in learning are one standard to measure college students psychological health. Colleges should furthe

22、r correct students wrong learning cognition, improve their learning method, strengthen their successful experience, enhance their learning motivation, and help them to overcome learning burnout by the lecture, group and individual consultation, and special psychological healthy course. Teachers shou

23、ld emphasize the adopt the heuristic education and the research teaching mode to continually enrich the teaching content, strengthen the charm of teaching process, and make students to enter into the learning and become the master of the learning. Teachers should specially pay attention to the conne

24、ction between theory and practice, and instruct students to study the knowledge in order to apply it by after-school activities, practice, and probations, enhance their ability to solve problems, and promote them to experience the interests of learning and the value of knowledge in the practice. Tea

25、chers should also adopt various and flexible teaching modes to establish the teaching situations, make suspense, and stimulate their curiosity and learning enthusiasm. First, college students should emphasize the will training and the self-building of personality. Students should strengthen the endu

26、rance to the learning burnout. College students should establish long-range ideas, actively participate in various practices, cultivate their patience and establish the confidence and decision, train their will and quality, and enhance their ability to refuse the entices in the process of overcoming

27、 difficulties. At the same time, facing the learning burnout, college students should bravely face the actuality with optimistic attitude, and be good at changing the unreasonable cognitions, and control their emotions by various measures, and keep good learning enthusiasm. They also should self-con

28、sciously refuse the influences of bad style and culture in the society, try to cultivate right demands and interests, establish active value view, philosophy, and firm life faith.Second, college students should establish proper learning target. The so-called “proper” means that the level of thetarge

29、t is not too high or too low. Too low learning target can not enhance the level of individual, and too high learning target will be hard to realize, and when the individual is failed, his learning enthusiasm will be struck. Therefore, based on objective analysis of existing knowledge and ability, co

30、llege students should establish their own learning target which is higher than existing level but can be achieved. Facing thus target, the individual will not flinch, and the realization of the target will also stimulate his enthusiasm of learning to effectively deal with the learning burnout. Third

31、, college students should properly attribute their failures. Psychologist Julian Bernard Rotter proposed the theory of control point in 1954, and he thought that the interior control was that the result was induced by individual behaviors or decided by individual stable personality; on the contrary,

32、 if the thing was induced by the factors except for the individual, it was called as exterior control (Chen, 2007, P.225). Interior controllers are always inclined to attribute their learning failure to the deficient ability and efforts, and their learning motivation is stronger. But exterior contro

33、llers are always inclined to attribute their learning failure to the luck, learning task, and other exterior causes, because they thought that these exterior causes make the learning can not be improved and enhanced, and even they attribute the failure to the interior causes, they will only increase

34、 too much pressures. Therefore, when facing the learning failure, college students should make objective and exact attributions, and they should not only look for the causes from themselves, but see the influences of objective factors, and find a balance point between exterior causes and interior ca

35、use, and form correct cognition to the learning failure, and effectively reduce the level of learning burnout. Fourth, college students should fully enjoy the happiness of college life. Learning is the main rhythm of the college life,but it is not the whole of the college life, and the learning burn

36、out is a tired state in body and mind when students engage in the learning all along and the happiness in the life could effectively restrain and adjust this bad state. Therefore, students should work and rest in the learning, and after learning, they should actively participate in many recreational

37、 activities, develop wide interests, enjoy the happiness and relaxation of the life, and promote their attention to transfer properly, which can effectively loose the body and mind, adjust the nervous state of the brain, and reduce the level of learning burnout. Extending recent research efforts on

38、the effects of personality and moods at work, this study examined the impact of personality traits and mood states in job burnout. Specifically, the field study examined the role of 2 personality traits and positive and negative moods (states) in burnout among nurses working at 2 hospitals. Results

39、indicate that extra-version significantly predicted the diminished accomplishment component of burnout, and neuroticism significantly predicted the exhaustion and depersonalization components. Thus, the findings indicate that personality dimensions predict burnout components differentially. Further,

40、 positive moods mediated the relationship between extraversion and accomplishment, while negative moods partially mediated between neuroticism and exhaustion. Thus, moods exhibited both direct and mediating effects. Implications for management and suggestions for figure research are offered. Job bur

41、nout studies have predominantly focused on workplace conditions (e.g., job roles, supervisor behaviors, types of patients) as antecedents to burnout (for a review, see Cordes & Doughtery, 1993). Despite calls for more investigation into individual differences that may contribute to burnout (e.g., Na

42、gy & Davis, 1985; Savicki & Cooley, 1983), a review of the burnout literature indicates that the role of personality differences has been ignored to a great extent. Nevertheless, not all workers in the same environment report burnout, and researchers continue to offer theoretical frameworks (House,

43、Shane, & Herold, 1996), conceptual reviews of the literature (Judge, 1992), and empirical evidence suggesting the importance of individual differences on work outcomes (e.g., George, 1989; Weiss & Adler, 1984; Weiss & Cropanzano, 1996). Therefore, further examination of the role of individual differ

44、ences in reported burnout appears to be warranted. In this study, we examine two individual differences: affective personality and moods. ExtraversionExtraversion includes such traits as talkativeness, social poise, assertiveness, and venturesomeness (Block, 1961; Botwin & Buss, 1989; Watson & Clark

45、, 1997). While individuals low in extraversion appear quiet or reserved, those high in extraversion are cheerful and energetic (John, 1990), possibly because they engage in more activities to overcome stressful conditions. According to Peterson (2000), the optimism frequently exhibited by extraverts

46、 leads to desirable outcomes because it predisposes specific actions that are adaptive in concrete situations (p. 49). The ability to adapt may explain in part the positive correlation between optimism and burnout among working college students (Chang, Rand, & Strunk, 2000). One study (Iverson, Olek

47、alns, & Erwin, 1998) reported that workers who were higher in positive affectivity (a primary component of extraversion) experienced less burnout. The Role of Personality in Job Burnout The past two decades of personality research has focused on the Big Five personality dimensions (Barrick & Mount,

48、1991; Hurtz & Donovan, 2000), as well as positive affectivity and negative affectivity (Cooper, 2000; Judge, Erez, & Thoresen, 2000; Payne, 2000; Spector, Zapf, Chen, & Frese, 2000; Wright & Staw, 1999). It is not surprising that a significant number of studies in stress and coping have focused on t

49、he affective traits of neuroticism and extraversion, given their relationship with negative emotionality and positive emotionality, respectively (Watson, David, & Suls, 1999). Personality may influence psychological well-being through its impact on how individuals react to a stressful situation; tha

50、t is, through ineffective coping when under stress (Bolger & Schilling, 1991). Emotional aspects of extraversion and neuroticism can motivate individuals behaviors, including behaviors related to burnout (Cordes & Doughtery, 1993; Zellars, Perrewe, & Hochwarter, 2000). Neuroticism Neuroticism reflec

51、ts feelings of distress and nervousness (George, 1989) and underlies the chronic emotional experiences of guilt and frustration (McCrae, 1991). In general, individuals higher in neuroticism possess more negative views of themselves and of others (Watson & Clark, 1984). One explanation for the effect

52、s of neuroticism is that it may increase ones susceptibility or exposure to stimuli that generate negative emotions (Bolger & Schilling, 1991; Larsen, 1992). In addition to the personality differences that employees exhibit, they also exhibit different moods on the job. George and her colleagues (Ge

53、orge, 1989, 1991; George & Brief, 1992; George & Jones, 1996) reported significant findings demonstrating that positive and negative moods of employees influence their feelings about work and their behaviors on the job. Weiss and Croparizanos (1996) review of the mood literature concluded that the e

54、ffects of moods on work outcomes are consistent, pronounced, and complex.Moods at Work Moods at work refer to pervasive generalized affective states encountered on the job (George & Brief, 1992). As such, moods have been shown to predict ones impression of a situation and ones own actions (Clark & I

55、sen, 1982). Studies have demonstrated that positive moods encourage helping behaviors (for a review, see George, 1991; George & Brief, 1992) and higher quality service (George & Bettenhausen, 1990), while negative affect is associated with increased absenteeism and turnover (Pelled & Xin, 1999). Res

56、earch also has suggested that individuals in positive mood states are more optimistic (Fiske & Taylor, 1991), tend to exhibit a greater degree of information processing, integrate divergent stimuli, produce more innovative and flexible solutions to problems (Isen & Daubman, 1984; Isen, Daubman, & No

57、wicki, 1987; Isen, Johnson, Mertz, & Robinson, 1985), and tend to perceive a higher probability of success (Brown, 1984). Their greater ability to produce more creative solutions may explain why some researchers (Wright & Mischel, 1982) have reported that individuals experiencing more positive moods

58、 are, in fact, more successful. Thus, they are likely to have a greater sense of accomplishment. Alternatively, negative moods are associated with increased self-focused attention (Pyszczynski, Hamilton, Herring, & Greenberg, 1989). Consequently, an individual experiencing frequent negative moods ma

59、y blame himself or herself and perceive fewer personal accomplishments when he or she fails to achieve expected successful outcomes (e.g., patients with less than full recoveries). Distancing oneself from a perceived source of stress is one type of coping used by employees (Leiter, 1991). For example, attempting to cope with negative moods, a nurse may spend less time with a patient, thus minimizing personal contact and making it more difficult to see the person behind the illness