Boring Tendency and Learning Burnout:The Mediating Effect of Emotion Regulation Strategies

作者：Xin Zhao, Yingying Li, Jin Jia, Jin Ge · 发表于：Zhongguo linchuang xinlixue zazhi · 年份：2016 · 被引用次数：4 · 研究领域：Mind wandering and attention、Perfectionism, Procrastination, Anxiety Studies、Grit, Self-Efficacy, and Motivation

Objective:To explore the impact of boring tendency on college students’ learning burnout from the perspective of emotion regulation strategies.Methods:In this research,participants included 567 college students aged from 16 to26 years old.We measured the frequency of cognitive reappraisal and suppression expression with the Emotion Regulation Questionnaire,the boredom proneness with the Boredom Proneness Seale for college student and the learning burnout with the Learning Burnout of Undergraduates Scale.Results:Results indicated that cognitive reappraisal played an intermediary role between monotonicity,depression and low achievement,and between loneliness,misbehavior and low achievement,and between self-control and low sense of achievement.Conclusion:Emotion regulation strategy acts as a mediating role in the relationship between boredom proneness and learning burnout in adolescents.