无锡市中小学生学习倦怠的潜在剖面分析

熊畅; 鲍叶波; 王继红; 李志娟; 钱红丹

doi:10.16835/j.cnki.1000-9817.2024328

无锡市中小学生学习倦怠的潜在剖面分析

doi: 10.16835/j.cnki.1000-9817.2024328

1.
江苏省无锡市疾病预防控制中心(南京医科大学附属无锡疾病预防控制中心)学校与食品卫生科，214023
2.
无锡市学生体质健康促进中心体质健康促进部
3.
江南大学附属医院眼科

基金项目:

江苏省中医药科技发展计划面上项目 MS2023070

无锡市科技发展医疗卫生指导性计划项目 NZ2021014

详细信息

作者简介:
熊畅(1997-)，女，湖南岳阳人，硕士，助理研究员，主要从事儿童青少年健康促进工作

通讯作者:
钱红丹，E-mail：space.0403@163.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G442 B844.2 B844.1
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- 被引次数: 0
出版历程
- 收稿日期: 2024-05-31
- 修回日期: 2024-09-02
- 网络出版日期: 2024-12-10
- 刊出日期: 2024-11-15

Latent profile analysis of academic burnout among primary and middle school students in Wuxi City

1.
Department of School and Food Hygiene, Wuxi Center for Disease Control and Prevention/the Affiliated Wuxi Center for Disease Control and Prevention of Nanjing Medical University, Wuxi (214023), Jiangsu Province, China

摘要

摘要: 目的了解中小学生学习倦怠现状并探讨其相关因素，为预防和改善儿童青少年的学习倦怠提供科学指导。方法 2023年9—10月，采用分层整群随机抽样法对无锡市的10 474名中小学生进行问卷调查和体格检查。使用潜在剖面分析对中小学生学习倦怠进行分类，采用χ²检验比较不同类别学习倦怠在不同特征中小学生中的差异，使用无序多分类Logistic回归进行学习倦怠的相关因素分析。结果中小学生的学习倦怠分为4类：无/轻学习倦怠组(43.6%)，身心耗竭组(32.9%)，低成就感组(15.0%)，高身心耗竭/高学业疏离组(8.5%)。初中和高中、男生、不与父母同住、吸烟、每日视屏时间≥2 h、遭受校园欺凌、有时/经常遭受网络攻击、遭受家长打骂更易使中小学生产生高身心耗竭/高学业疏离(OR值分别为1.70，1.42，1.56，1.56，2.31，1.48，2.94，3.03，5.94，2.08，P值均 < 0.01)。结论中小学生学习倦怠现象突出，应积极采取针对性干预措施，预防和降低儿童青少年学习倦怠的发生。
- 学习 /
- 疲劳 /
- 精神卫生 /
- 回归分析 /
- 学生
Abstract: Objective To understand the current situation of academic burnout among primary and middle school students and to explore its associated factors, so as to provide a scientific guidance and preventing and amelioration academic burnout among primary and middle school students. Methods Between September and October 2023, a total of 10 474 primary and middle school students residing in Wuxi City participated in a questionnaire survey and physical examination conducted through stratified cluster random sampling. Latent profile analysis was used to classify academic burnout among primary and middle school students. Furthermore, differences in the types of academic burnout among children and adolescents with varying characteristics were examined using the Chi-square test. Additionally, multinomial Logistic regression analysis was utilized to identify the associated factors for academic burnout. Results The academic burnout of primary and middle school students was divided into 4 categories: no/light academic burnout group(43.6%), physical and mental exhaustion group (32.9%), low achievement group(15.0%), high physical and mental exhaustion/high academic burnout group(8.5%). Middle and high school students, boys, not living with parents, smoking, daily screen time ≥2 hours, suffering from campus bullying, sometimes/often subjected to cyber attacks, abused by parents were more likely to have high physical and mental exhaustion/high academic alienation among primary and middle school students (OR=1.70, 1.42, 1.56, 1.56, 2.31, 1.48, 2.94, 3.03, 5.94, 2.08, P < 0.01). Conclusions The phenomenon of academic burnout among primary and middle school students is prominent. And targeted intervention measures shoould be actively taken to prevent and reduce the occurrence of academic burnout among primary and middle school students.
- Learning /
- Fatigue /
- Mental health /
- Regression analysis /
- Students
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

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图 1 中小学生学习倦怠潜在类别平均得分

Figure 1. Average score of potential categories of academic burnout among primary and middle school students

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表 1 中小学生学习倦怠潜在剖面分析(n=10 474)

Table 1. Latent profile analysis of academic burnout among primary and middle school students(n=10 474)

类别	AIC值	BIC值	aBIC值	Entropy值	P_LMR值	P_BLRT值	类被概率
1	581 365.14	581 597.35	581 495.66	—	—	—	1.00
2	532 462.41	532 817.98	532 662.27	0.95	< 0.01	< 0.01	0.65/0.35
3	505 270.39	505 749.33	505 539.59	0.95	< 0.01	< 0.01	0.56/0.35/0.09
4	480 276.65	480 878.95	480 615.19	0.96	< 0.01	< 0.01	0.15/0.33/0.44/0.08
5	470 589.01	471 314.68	470 996.90	0.94	< 0.01	< 0.01	0.37/0.20/0.15/0.08/0.20
6	465 334.87	466 183.90	465 812.09	0.94	< 0.01	< 0.01	0.16/0.14/0.33/0.08//0.08/0.21

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表 2 不同组别中小学生学习倦怠潜在类别分布比较

Table 2. Comparison of latent classes distribution of academic burnout among primary and middle school students of different groups

组别	选项	人数	无/轻学习倦怠组	身心耗竭组	低成就感组	高身心耗竭/高学业疏离组	χ²值	P值
地区	城区	7 379	3 025(41.0)	2 637(35.7)	1 110(15.1)	607(8.2)	100.91	< 0.01
	郊区	3 095	1 540(49.7)	810(26.2)	464(15.0)	281(9.1)
学段	小学	3 492	1 935(55.4)	643(18.4)	620(17.8)	294(8.4)	925.01	< 0.01
	初中	3 568	1 591(44.6)	1 043(29.2)	591(16.6)	343(9.6)
	高中	3 414	1 039(30.4)	1 761(51.6)	363(10.6)	251(7.4)
性别	男	5 545	2 421(43.6)	1 641(29.6)	897(16.2)	586(10.6)	110.44	< 0.01
	女	4 929	2 144(43.5)	1 806(36.7)	677(13.7)	302(6.1)
父亲学历	高中或中专及以下	7 090	2 853(40.3)	2 511(35.4)	1108(15.6)	618(8.7)	104.92	< 0.01
	大专或大学及以上	3 384	1 712(50.6)	936(27.6)	466(13.8)	270(8.0)
母亲学历	高中或中专及以下	7 258	2 912(40.1)	2 587(35.7)	1128(15.5)	631(8.7)	124.15	< 0.01
	大专或大学及以上	3 216	1 653(51.4)	860(26.7)	446(13.9)	257(8.0)
民族	汉族	10 253	4 490(43.8)	3 369(32.8)	1 526(14.9)	868(8.5)	12.03	< 0.01
	其他	221	75(33.9)	78(35.3)	48(21.7)	20(9.1)
是否与父母同住	否	1 743	661(37.9)	568(32.6)	322(18.5)	192(11.0)	47.84	< 0.01
	是	8 731	3 904(44.7)	2 879(33.0)	1 252(14.3)	696(8.0)
是否血压偏高	否	9 347	4 112(44.0)	3 015(32.3)	1 434(15.3)	786(8.4)	20.80	< 0.01
	是	1 127	453(40.2)	432(38.3)	140(12.4)	102(9.1)
是否营养不良	否	9 915	4 320(43.6)	3 265(32.9)	1 484(15.0)	846(8.5)	1.13	0.77
	是	559	245(43.8)	182(32.6)	90(16.1)	42(7.5)
是否超重肥胖	否	6 800	2 975(43.7)	2 287(33.6)	997(14.7)	541(8.0)	11.16	0.01
	是	3 674	1 590(43.3)	1 160(31.6)	577(15.7)	347(9.4)
是否吸烟	是	428	62(14.5)	251(58.6)	69(16.1)	46(10.8)	179.56	< 0.01
	否	10 046	4 503(44.8)	3 196(31.8)	1 505(15.0)	842(8.4)
每天视屏时间/h	≥2	1 748	472(27.0)	835(47.8)	279(15.9)	162(9.3)	275.89	< 0.01
	< 2	8 726	4 093(46.9)	2 612(29.9)	1 295(14.8)	726(8.3)
是否因病休学	是	200	60(30.0)	80(40.0)	44(22.0)	16(8.0)	18.40	< 0.01
	否	10 274	4 505(43.8)	3 367(32.8)	1 530(14.9)	872(8.5)
是否遭受校园欺凌	否	10 182	4 520(44.4)	3 298(32.4)	1 520(14.9)	844(8.3)	102.45	< 0.01
	是	292	45(15.4)	149(51.0)	54(18.5)	44(15.1)
遭受网络攻击	从未	9 800	4 446(45.4)	3 093(31.5)	1 471(15.0)	790(8.1)	234.29	< 0.01
	有时	603	111(18.4)	320(53.1)	90(14.9)	82(13.6)
	经常	71	8(11.3)	34(47.9)	13(18.3)	16(22.5)
是否遭受家长打骂	否	8 355	3 969(47.5)	2 515(30.1)	1 200(14.4)	671(8.0)	266.49	< 0.01
	是	2 119	596(28.1)	932(44.0)	374(17.7)	217(10.2)
注： ()内数字为构成比/%。

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表 3 中小学生学习倦怠影响因素的多元Logistic回归分析[n=10 474，OR值(95%CI)]

Table 3. Multiple Logistic regression analysis of related factors for academic burnout among primary and middle school students[n=10 474, OR(95%CI)]

自变量	选项	身心耗竭组	低成就感组	高身心耗竭/高学业疏离组
地区	城区	1.67(1.49~1.86)^**	1.17(1.03~1.33)^*	1.07(0.81~1.25)
学段	初中	6.11(5.35~6.98)^**	1.16(0.99~1.36)	1.70(1.39~2.07)^**
	高中	2.05(1.81~2.34)^**	1.16(1.00~1.33)^*	1.42(1.19~1.69)^**
性别	男	0.69(0.63~0.76)^**	1.08(0.95~1.21)	1.56(1.34~1.82)^**
父亲学历	高中或中专及以下	1.21(1.06~1.38)^**	1.20(1.03~1.41)^*	1.17(0.95~1.42)
母亲学历	高中或中专及以下	1.21(1.06~1.38)^**	1.23(1.05~1.45)^*	1.17(0.95~1.43)
民族	汉族	0.71(0.50~1.01)	0.56(0.39~0.81)^*	0.76(0.46~1.27)
是否与父母同住	否	1.26(1.10~1.44)^**	1.45(1.25~1.69)^**	1.56(1.32~1.91)^**
是否血压偏高	是	1.01(0.86~1.18)	0.90(0.73~1.10)	1.12(0.88~1.42)
是否超重肥胖	是	0.96(0.87~1.07)	0.94(0.83~1.07)	0.90(0.77~1.05)
是否吸烟	是	3.11(2.30~4.19)^**	2.26(1.58~3.22)^**	2.31(1.55~3.45)^**
每天视屏时间/h	≥2	1.83(1.60~2.10)^**	1.60(1.36~1.89)^**	1.48(1.21~1.82)^**
是否因病休学	是	1.74(1.20~2.53)^**	1.87(1.25~2.80)^**	1.12(0.64~2.00)
是否遭受校园欺凌	是	3.28(2.27~4.74)^**	2.37(1.56~3.59)^**	2.94(1.87~4.60)^**
遭受网络攻击	有时	2.65(2.09~3.36)^**	1.90(1.42~2.54)^**	3.03(2.23~4.11)^**
	经常	3.11(1.35~7.19)^**	2.97(1.20~7.39)^*	5.94(2.44~14.45)^**
是否遭受家长打骂	是	3.31(2.90~3.76)^**	1.93(1.66~2.25)^**	2.08(1.73~2.51)^**
注： ^P < 0.05，^*P < 0.01；自变量中地区以郊区为参照，学段以小学为参照，性别以女生为参照，父母学历以大专或大学及以上为参照，民族以其他民族为参照，是否与父母同住以是为参照，是否血压偏高、是否超重肥胖、是否吸烟、是否因病休学、是否遭受校园欺凌、是否遭受家长打骂均以否为参照，每天视屏时间以 < 2 h为参照，遭受网络攻击以从未为参照。

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