外籍生歸屬感與學業耗竭之關係：正向壓力調適（心理韌性與茁壯）為調節變項

Abstract

本研究旨在探討外籍生歸屬感與學業耗竭之關係，望了解歸屬感是否能幫助在台之外籍生預防或降低其學業耗竭程度。本研究亦探究透過心理韌性與茁壯能力之正向壓力調適是否在歸屬感及學業耗竭關係中發揮調節作用。共有377位受試者參與此研究，包括在台就讀學位與非學位課程的外國學生、僑生（含港澳生）及陸生。本研究運用描述性統計、Pearson 積差相關分析及階層回歸分析（hierarchical regression analysis）進行資料分析。 研究結果顯示本研究受試者具有中度歸屬感與正向壓力調適以及高度學業耗竭。其中只有年齡及學位課程在學業耗竭方面具顯著差異，即最小年齡層之外籍生的學業耗竭程度最高，並且學業耗竭程度隨著年齡的增長有所遞減。而就讀學士學位之外籍生的耗竭程度比其他學位者來得高。另外，歸屬感與學業耗竭之間具顯著負相關，說明較有歸屬感的外籍生較不易感到學業耗竭。其中，歸屬感的融入感向度比被重視感向度更為能夠幫助外籍生降低其學業耗竭。歸屬感及正向壓力調適具顯著正相關，說明有歸屬感的外籍生能夠展現較多的正向壓力調適，反之亦然。相較於心理韌性，歸屬感與正向壓力調適的茁壯能力較顯相關。此外，正向壓力調適與學業耗竭亦具顯著負相關，說明當外籍生越能夠展現正向壓力調適，其學業耗竭程度會有所降低。正向壓力調適的心理韌性能力與學業耗竭較顯相關。再者，歸屬感及正向壓力調適皆負向預測學業耗竭。研究結果亦顯示正向壓力調適未顯著調節歸屬感及學業耗竭之關係，但正向壓力調適對能夠調節歸屬感與學業耗竭的部分向度，即歸屬感與學業耗竭的情緒損傷面向之關係，以及歸屬感的融入感向度與情緒損傷之關係。故此，歸屬感、融入感及正向壓力調適能夠幫助外籍生改善學業耗竭的情緒損傷面向。本研究依序針對結果進行討論，並提出理論與實務意涵及建議、本研究限制以及未來研究方向之建議。This study explored the relationship between sense of belonging and academic burnout to determine whether sense of belonging could act as a protective approach of academic burnout among international students in Taiwan context. Additionally, this study examined the potential moderating effect of positive adaptation to stress through resilience and thriving ability on the relationship between sense of belonging and academic burnout. A total of 377 international students, including foreign students, overseas Chinese students (including Hong Kong and Macau students) and mainland Chinese students who were pursuing both degree and non-degree programs in Taiwan had participated in this quantitative study. Data were analysed using descriptive statistics, Pearson’s correlation and hierarchical regression analysis. As a result, the participants in this study reported moderate levels of belonging and positive adaptation to stress, but high levels of academic burnout. Only age and program of study showed significant differences on academic burnout. Academic burnout was shown to decrease across ages. Thus, international students in youngest age group and those pursuing bachelor’s degree were found to experience greater academic burnout levels, compared to students in older age groups and those pursuing postgraduate programs. Besides, findings demonstrated a significant negative association between sense of belonging and academic burnout. Therefore, international students who perceived greater levels of belonging were less vulnerable to academic burnout. Particularly, Fit, the component of belonging was found to better protect international students against academic burnout, as compared to valued involvement, another component of belonging. Sense of belonging was shown to positively correlate with positive adaptation to stress, indicating that international students who feel belonged could demonstrate better positive adaptation to stress, and vice versa. Among the components of positive adaptation to stress, sense of belonging was more strongly correlated with thriving than with resilience. Moreover, positive adaptation showed significant negative associations with academic burnout. Thus, the greater the positive adaptation to stress, the lower the levels of academic burnout. Resilience was found to more strongly correlated with academic burnout. Furthermore, the negative predictive effects of both belonging and positive adaptation to stress on academic burnout were determined. Findings also demonstrated that positive adaptation to stress did not significantly moderate the relationship between belonging and academic burnout. However, positive adaptation to stress showed partial moderating effects on the components of belonging and academic burnout, particularly between overall belonging and emotional impairment, as well as between fit and emotional impairment. Hence, findings indicated the beneficial effect of overall belonging, fit component and positive adaptation to stress on the emotional facets of academic burnout among international students. Discussion of the findings, theoretical and practical implications, limitations of this study and recommendations for future studies were discussed accordingly.