你累了嗎？國中生學習倦怠之多層次成長模式分析

Are You Exhausted? An Examination of Hierarchical Linear Growth Models of Junior High School Students’ Burnout

本研究以315位國中生為研究對象，探究他們自八年級上學期開始連續三個學期學習倦怠感受的變化，以及這段期間個人因素（完美主義傾向、成就目標）與環境 因素（教師自主支持、心理控制）對學習倦怠的影響。本研究採多層次成長曲線模型進行分析，研究結果顯示：國中生普遍隨年級增長而有愈高的學習倦怠。在學習倦怠的影響因素部分，不適應性完美主義、逃避表現目標、教師心理控制皆能正向且顯著地解釋學習倦怠；適應性完美主義、趨向精熟與趨向表現目標、教師自主支持則負向解釋學習倦怠。根據上述結果，本研究提出學習輔導及未來研究的相關建議。

This study attempted to track down the changing trajectory of burnout of 315 eighth graders for three consecutive semesters， and to explore the influences of individual (i.e.， perfectionistic tendencies and achievement goals) as well as environmental factors (i.e.， teacher autonomy support vs. psychological control) on academic burnout during the above period of time. Hierarchical linear growth models were employed for analyzing the data. Results indicated that junior high school students experienced higher levels of burnout as they proceeded to higher grades. Regarding the determinants of academic burnout， maladaptive perfectionism， performance-avoidance goals， and teachers’ psychological control exerted significantly positive influences on students’ burnout， whereas adaptive perfectionism， mastery-approach goals and performance-approach goals， together with autonomy support provided by teachers negatively affected burnout. Implications for counseling practices and future research were discussed.