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| Effects of psychological capital on higher vocational students’ learning burnout: chain mediating role of core self-evaluations and procrastination |
| YUAN Wenping1, MA Lei1, WANG Haiyan1, CHEN Jing2 |
1. School of Education Science, Guangdong Preschool Normal College in Maoming, Maoming 525000, Guangdong Province, China; 2. Department of Psychiatry, the Affiliated Hospital of Southwest Medical University, Luzhou 646000, Sichuan Province, China |
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Abstract Objective To study the effects of psychological capital on learning burnout, and explore the mediating role of core self-evaluations and procrastination. Methods The positive psycap questionnaire（PPQ）, core self-evaluations scale（CSES）, short general procrastination scale（SGPS）, and learning burnout scale（LBS）were used to investigate 3 234 higher vocational college students. The relations among variants were analyzed. Results The psychological capital was significantly negatively related to learning burnout and procrastination, but positively related to core self-evaluations. Learning burnout was significantly positively related to procrastination. Core self-evaluations was significantly negatively related to learning burnout and procrastination. Psychological capital not only affected learning burnout directly, but alsoindirectly affected learning burnout through three mediating paths（the separate mediation of core self-evaluations, the separate mediation role of procrastination, and the chain mediating role of core self-evaluations and procrastination）. The total mediating effect accounted for 43.23 % of the total variance. Conclusion Psychological capital can not only directly predict learning burnout, but also can indirectly affect learning burnout through core self-evaluations and procrastination separately, and the mediating role of core self-evaluations and procrastination.
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