【摘要】 目的 考察中职生的感知班级氛围与学业倦怠的关系，分析歧视知觉的中介作用。方法 采用方便取样使用学生感知班级氛围问卷、学业倦怠量表和中职生歧视知觉量表于2023年12月对746名中职生进行问卷调查。结果 (1)中职生的感知班级氛围与学业倦怠呈负相关（r=-0.275,P<0.01），学业倦怠和歧视知觉呈正相关（r=0.437,P<0.01），感知班级氛围与歧视知觉呈负相关（r=-0.468,P<0.01）；(2)中介效应检验结果显示歧视知觉在感知班级氛围与学业倦怠之间起部分中介作用，中介效应值为-0.133。结论 中职生的感知班级氛围不仅能够直接影响学业倦怠，还通过歧视知觉进而影响中职生的学业倦怠。更多还原

【Abstract】 Objective To investigate the relationship between secondary vocational students’ perceived class atmosphere and academic burnout, and to analyze the mediating role of perceived discrimination. Methods In December 2023, 746 secondary vocational students were investigated by using the questionnaire of students’ perception of class atmosphere, academic burnout scale and perception of discrimination scale. Results(1)The perceived class atmosphere was negatively correlated with academic burnout(r=-0.275, P<0.01), the perceived class atmosphere was positively correlated with the perceived discrimination(r=0.437, P<0.01), and the perceived class atmosphere was negatively correlated with the perceived discrimination(r=-0.468, P<0.01).(2)The results of the mediating effect test showed that the perception of discrimination played a partial mediating role between the perception of class atmosphere and academic burnout, and the mediating effect value was-0.133. Conclusion Secondary vocational students’ perception of class atmosphere can not only directly affect their academic burnout, but also affect their academic burnout through the perception of discrimination.更多还原