Abstract: Objective To investigate the status of learning burnout and family function of middle school students,understand the relationship between learning burnout and family function and explore the impact of family function on learning burnout. Method 344 middle school students from grade 7 to grade 12 were surveyed with FACESⅡ-CV and Scale of Learning Burnout of Middle School Students. Results The differences were statistically significant in family cohesion and adaptability between high learning burnout group and low one(P<0.05).The students' cohesion and adaptability in low learning burnout were better than those in high one.The difference was statistically significant in family cohesion(P<0.05).The ratio of the " Disengaged" type of cohesion in the high learning burnout group was significantly higher than that of the low one,and that of the " Connected" type of cohesion in the high learning burnout group was significantly lower than that of low one. Conclusion This study indicates there are great differences between high learning burnout group and low one,and family function greatly influences the two.

Key words: learning burnout, family function, middle school students

摘要： 目的 通过对中学生学业倦怠和家庭功能的调查,了解中学生学业倦怠与家庭功能的关系,探索家庭功能对学业倦怠的影响。方法 采用《中学生学习倦怠问卷》和《家庭亲密度与适应性量表》对二所普通中学初一到高三随机抽取的344名中学生进行问卷测查。结果 高低学业倦怠倾向组在家庭关系的亲密度和适应性两个维度上差异有统计学意义(P<0.05),低学业倦怠倾向组的亲密度和适应性均好于高学业倦怠倾向组;亲密度类型差异有统计学意义(P<0.05),高学业倦怠倾向组松散型的比例高于低学业倦怠倾向组,而亲密型的比例低于低学业倦怠倾向组。 结论 高低学业倦怠倾向组家庭功能差异有统计学意义,家庭功能对学业倦怠有重要影响。

关键词: 中学生, 学业倦怠, 家庭功能