CAJ | 학술논문

采用学习倦怠、学业自我效能、班级集体效能问卷,选取26个班级的1125名初中生作为被试,运用多层线性模型探讨班级集体效能对学业自我效能与学习倦怠的影响。在控制性别和年级的影响后,结果发现：（1）班级集体效能与学习倦怠具有直接的关联：班级正向联合力越高,则学生的学习成就感越高;班级负向联合力越高,则学生的情绪与生理的消耗越严重;班级优秀成员的效能越高,则其他学生学习的成就感越低,师生关系越疏远、生理消耗越严重;而班级成员的自我效能越高,学生的学习成就感越高、情绪的损耗越小;（2）班级集体效能对学业自我效能与学习倦怠之间的关系具有显著的调节作用：班级的正向和负向联合力越强,则学业自我效能对师生疏离的负向影响就越弱;班级的负向联合力越强,则学业自我效能对情绪耗竭的负向影响就越小;优秀成员效能越高,则学业自我效能对学习低成就感的负向影响就越大;而成员自我效能强,则学业自我效能对师生疏离的负向影响也强。
채용학습권태、학업자아효능、반급집체효능문권,선취26개반급적1125명초중생작위피시,운용다층선성모형탐토반급집체효능대학업자아효능여학습권태적영향。재공제성별화년급적영향후,결과발현：（1）반급집체효능여학습권태구유직접적관련：반급정향연합력월고,칙학생적학습성취감월고;반급부향연합력월고,칙학생적정서여생리적소모월엄중;반급우수성원적효능월고,칙기타학생학습적성취감월저,사생관계월소원、생리소모월엄중;이반급성원적자아효능월고,학생적학습성취감월고、정서적손모월소;（2）반급집체효능대학업자아효능여학습권태지간적관계구유현저적조절작용：반급적정향화부향연합력월강,칙학업자아효능대사생소리적부향영향취월약;반급적부향연합력월강,칙학업자아효능대정서모갈적부향영향취월소;우수성원효능월고,칙학업자아효능대학습저성취감적부향영향취월대;이성원자아효능강,칙학업자아효능대사생소리적부향영향야강。
In order to examine and investigate the effects of class collective efficacy and academic self-efficacy on student burnout at the individual and organizational levels, 1125 students as subjects from 26 junior high schools were chosen randomly. After controlled the effect of gender and grade, Hierarchical Linear Model（HLM） results revealed that （1） the higher the positive conjoint capabilities of group, the higher personal learning accomplishment; negative conjoint capabilities of group positively predicts mental exhaustion and physical exhaustion; efficacy of higher status members positively predicts the lack of personal learning accomplishment, the alienated relationship between students and teachers, and physical exhaustion; and the high personal efficacy as a member of group, the lower mental exhaustion and the lack of personal learning accomplishment; （2）the positive and negative conjoint capabilities of group have been found to weaken the negative relationship of academic self- efficacy and the alienated relationship between students and teachers; the negative conjoint capabilities of group also weaken the negative relationship of academic self-efficacy and mental exhaustion; efficacy of higher status members promotes the negative relationship of academic self-efficacy and the lack of personal learning accomplishment; and personal efficacy as a member of group also promotes the negative relationship of academic self-efficacy and the alienatedrelationship between students and teachers.