【摘要】 教师职业倦怠作为职业心理健康的重要议题，不仅对教师个体的身心健康与专业发展产生深远影响，更直接关系到教育教学质量、学生学业成就以及教育系统的整体效能。随着数智时代的到来，以人工智能技术为核心的深度融合带来的角色重构与能力要求提升成为教师职业压力的新来源，这一变化使职业倦怠研究具有更为迫切的现实意义。为系统探究数智时代背景下教师职业倦怠的影响机制，纳入31项实证研究进行元分析。结果发现：在个体资源层面，心理资本、情绪调节、人格特质、工作幸福感、与技术相关教学能力均与职业倦怠呈中度或强度负相关，回避型应对呈弱正相关，而技术态度与趋近型应对呈不显著的弱负相关；在工作要求层面，技术压力、工作量及“工作—家庭”冲突均与职业倦怠呈中度正相关；在工作资源层面，资源短缺与职业倦怠呈弱正相关，内部支持呈中度负相关，外部支持的关联则有限。研究结果揭示了教师职业倦怠的多层次影响机制，为数智时代背景下教师职业倦怠干预体系的构建提供了实证依据。更多还原

【Abstract】 Teacher burnout, as a significant issue in occupational mental health, not only has a profound impact on the physical and mental health and professional development of individual teachers, but also is directly associated with the quality of education and teaching, the academic achievement of students, and the overall effectiveness of the education system. With the advent of the digital intelligence era, the role restructuring and heightened competency demands arising from the deep integration centered on artificial intelligence technology has become a new source of occupational stress for teachers. This shift has endowed research on job burnout with greater practical significance. Therefore, in order to systematically explore the influence mechanism of teacher burnout in the context of the digital intelligence era, this study included 31 empirical studies for meta-analysis. The findings revealed that at the individual resource level, psychological capital, emotional regulation, personality traits, work wellbeing, and technology-related teaching competencies exhibited moderate to strong negative correlations with occupational burnout.Avoidance coping showed a weak positive correlation, while technological attitudes and approach coping demonstrated nonsignificant weak negative correlations. At the job demand level, technical pressure, workload, and work-family conflict were moderately positively correlated with burnout. At the job resource level, resource scarcity showed a moderately positive correlation with burnout. At the job resource level, resource scarcity showed a weakly positive correlation with burnout, internal support was moderately negatively correlated, and the correlation with external support was limited. The results of the study reveal the multilevel influence mechanism of teacher burnout and provide empirical evidence to inform the development of a teacher burnout intervention system in the context of the digital intelligence era.更多还原