以往研究表明坚毅可以使个体的基本心理需要得到满足，也可以降低其倦怠水平。但以往研究主要集中在职业倦怠领域，没有探讨坚毅对青少年学业倦怠的影响。并且以往对坚毅的研究主要采用双因素模型，尚未检验坚毅的三因素结构模型在中国青少年群体中的适用性。本研究采用坚毅人格三因素量表、基本心理需要满足和挫败量表、青少年学业倦怠量表，以420名青少年为被试，考察坚毅对学业倦怠的影响，并进一步探讨基本心理需要在其中的中介作用。结果表明：坚毅、基本心理需要和学业倦怠两两相关；坚毅可以超越自我控制和尽责性，显著负向预测学业倦怠；坚毅可以通过基本心理需要满足降低青少年的学业倦怠水平，即中介作用成立。该研究发现了学业倦怠的人格特质影响因素，并从自我决定理论的视角揭示了其潜在中介机制，具有理论和实践意义。

Previous studies have shown that grit can satisfy the individual's basic psychological needs and reduce their burnout. However, previous studies have focused on the field of job burnout, and have not explored the impact of grit on adolescents' academic burnout. Moreover, the previous research on grit mainly adopts the two-factor model, and the applicability of the Triarchic Model of Grit in the Chinese adolescents group has not been tested. In this study, the Triarchic Model of Grit Scale, Basic Psychological Need Satisfaction and Frustration Scale-General Measure and the Adolescent Academic Burnout Scale were used among 420 adolescents, to examine the impact of grit on academic burnout, and to further explore the mediating role of basic psychological needs. The results showed that: grit, basic psychological needs and academic burnout were related to each other; grit could surpass self-control and conscientiousness, and significantly negatively predicted academic burnout; grit could reduce the academic burnout of adolescents through basic psychological needs. That was, the mediating role was established. The study found personality traits that affect academic burnout, and revealed the potential intermediary mechanism from the perspective of self-determination theory. This research has theoretical and practical guiding significance.