CAJ | 학술논문

探索大学生学习倦怠与外显自尊、内隐自尊的关系。201名大学生参加问卷调查和实验研究,分别采用大学生学习倦怠量表和Rosenberg的自尊量表测量学习倦怠和外显自尊,同时使用内隐联想测验测量被试的内隐自尊。成就感降低对于内隐自尊具有较好的预测作用（p〈0.05）,但对外显自尊的预测作用更强（p〈0.01）;耗竭和人格解体对外显自尊的预测作用也达到了边缘显著性水平（p=0.089,p=0.077）。大学生学习倦怠对其外显自尊、内隐自尊有重要影响;外显自尊和内隐自尊是两个相对独立的自尊结构。
탐색대학생학습권태여외현자존、내은자존적관계。201명대학생삼가문권조사화실험연구,분별채용대학생학습권태량표화Rosenberg적자존량표측량학습권태화외현자존,동시사용내은련상측험측량피시적내은자존。성취감강저대우내은자존구유교호적예측작용（p〈0.05）,단대외현자존적예측작용경강（p〈0.01）;모갈화인격해체대외현자존적예측작용야체도료변연현저성수평（p=0.089,p=0.077）。대학생학습권태대기외현자존、내은자존유중요영향;외현자존화내은자존시량개상대독립적자존결구。
To explore the relationship of learning burnout with explicit self-esteem and implicit self-esteem in college students, 201 college students completed a college students learning burnout inventory and Rosenberg Self-esteem Scale. The Implicit Association Test was used to measure the implicit self-esteem of the students. Reduced personal accomplishment was found to positively predict implicitself-esteem （P 〈 0.05 ） better, but it negatively predicted explicit self-esteem （P 〈 0.01 ）. Emotional exhaustion and depersonalization also had negative effects on explicit self-esteem, which were only marginally significant（P 〈 0.10, P 〈 0.10 ）. Learning burnout had an important effect on explicit self-esteem and implicit self-esteem in college students. Explicit self-esteem was a structure relatively independent from implicit self-esteem.