Adolescent Student Burnout Inventory – Chinese Version

Description

The content discusses the study of learning burnout, primarily focusing on two versions developed by authors Wu Yan and Dai Xiaoyang, as well as Lian Rong and Yang Lixian. The research on learning burnout originated in the work domain and has since expanded and been refined to examine burnout among students. Learning burnout is described as a persistent, negative psychological state related to learning that occurs in normal individuals. This state manifests itself through: ① energy depletion and physical and mental exhaustion; ② a gradual loss of enthusiasm for learning-related activities and a negative attitude towards academic pursuits; ③ a lack of sense of achievement or efficacy in academics. Thus, learning burnout includes three aspects: 身心耗竭 (physical and mental exhaustion), 学业疏离 (academic alienation), and 低成就感 (low sense of achievement).

Authors and Contact Email

Wu Yan, Dai Xiaoyang; Lian Rong, Yang Lixian. Contact email information is not available.

Purpose

The purpose of the research is to explore the dimensions and factors of learning burnout among adolescents through standardized scales.

Test Year

2010

Administration Method and Scoring

The Adolescent Student Burnout Inventory (ASBI) consists of 16 items across three dimensions: 学习疏离感 (academic alienation), 心身耗尽 (physical and mental exhaustion), and 低自我效能感 (low self-efficacy).

Reliability and Validity

The reliability of the adolescent learning burnout scale ranges from 0.689 to 0.858, and the test-retest reliability ranges between 0.606 and 0.732, meeting basic psychometric standards. Confirmatory factor analysis supports the three-factor model as reasonable, and the correlation among factors is between 0.284 and 0.502, while the correlation between each factor and the total score is between 0.685 and 0.833. The correlations among the factors are significantly lower than those with the overall scale, indicating some level of validity. Using MBI-SS as a criterion, the overall correlation for burnout is 0.847, with individual dimensions ranging from 0.55 to 0.79. The learning burnout dimensions have statistically significant correlations with somatization, depression, and anxiety from the SCL-90 scale, confirming good criterion validity.

Factors and Subscales

– 身心耗竭 (Physical and Mental Exhaustion)
– 学业疏离 (Academic Alienation)
– 低成就感 (Low Sense of Achievement)

Keywords

Learning burnout, adolescents, psychological state, measurement scale, educational psychology.

Items in Chinese

1. 我能精力充沛地投入学习。
2. 我最近感到心里很空，不知道该干什么。
3. 我学习太差了，真想放弃。
4. 我能够经常达到自己的目标。
5. 一天学习结束，我感到疲劳至极。
6. 我觉得自己反正不懂，学不学都无所谓。
7. 当学习时，我忘掉了周围的一切。
8. 最近一段时间，我常常感到筋疲力尽。
9. 学习方面，我体会不到成就感。
10. 我觉得学习对我没有意义。
11. 我能够很好的应付考试。
12. 在学校，我经常感到筋疲力尽。
13. 我讨厌学习。
14. 我能有效的解决自己在学习中遇到的困难。
15. 我总是能够轻松应对学习方面的问题。
16. 我很容易掌握所学知识。

Items in English

1. I can invest my energy in learning vigorously.
2. Recently, I feel very empty and do not know what to do.
3. I am doing poorly in my studies and really want to give up.
4. I can often achieve my goals.
5. At the end of a day of studying, I feel utterly exhausted.
6. I think it doesn’t matter whether I learn or not since I don’t understand anything anyway.
7. When I study, I forget everything around me.
8. Recently, I often feel totally worn out.
9. I do not feel a sense of achievement in my studies.
10. I feel that learning has no meaning for me.
11. I can handle exams quite well.
12. I often feel exhausted at school.
13. I hate studying.
14. I can effectively solve difficulties encountered in my studies.
15. I can always deal with academic issues easily.
16. I find it easy to grasp the knowledge I learn.

References

信息不提供.