压力知觉、学习倦怠、心理健康的关系：自我同情的调节作用

The relationship between perceived stress learning burnout and mental health: the moderating

摘要:

目的 探讨压力知觉与心理健康之间的关系。方法 采用压力知觉量表（CPSS）、症状自评量表 （SCL-90）、学习倦怠量表（LBUS）和自我同情量表（SCS）对广东医科大学研究生新生1 501例进行调查。结果 压 力知觉、学习倦怠、自我同情均与心理健康水平显著相关（r = -0.48 ~ 0.74，P < 0.01）；学习倦怠在压力知觉与心理健 康水平间的中介效应显著（P < 0.001），中介效应占总效应的49.3%；自我同情在压力知觉与心理健康水平间的调节 效应显著（P < 0.001）。结论 学习倦怠是压力知觉与心理健康关系的中介因素，但其受自我同情的调节。

Abstract:

Objective To explore the relationship between perceived stress and mental healthn. Methods A total of 1 501 freshmen graduate students in Guangdong Medical University were surveyed using Chinese version of Perceived Stress Scale (CPSS), Symptom Checklist-90 (SCL-90), Learning Burnout Undergraduates Scale (LBUS) and Self-Compassion Scale (SCS). Results Perceived stress, academic burnout, and self-compassion were correlated with mental health (r = -0.48-0.74,P < 0.01). The mediating effect of academic burnout between perceived stress and mental health was significant (P < 0.001), accounting for 49.3% of overall effect. The moderating effect of self-compassion was remarkable between perceived stress and mental health (P < 0.001). Conclusion Academic burnout is a mediator between perceived stress and mental health, which is moderated by self-compassion.