目的：探究小学高年级流动儿童学习倦怠和抑郁的现状和发展特点，考察学习倦怠对抑郁的预测作用，以及学业水平在这一作用路径上的调节效应；探究积极心理学取向的团体辅导对小学高年级流动儿童学习倦怠的干预效果，考察学习倦怠的降低能否进而缓解抑郁情绪。

方法：采用《青少年学习倦怠量表（ASBI）》和《流调中心儿童抑郁量表（CES-DC）》对638名小学5、6年级的流动儿童进行问卷测试采集数据，通过描述统计和差异检验分析考察流动儿童学习倦怠和抑郁的现状和发展特点，并以学习倦怠为自变量、抑郁为因变量进行回归分析和学业水平的调节效应检验，考察学习倦怠对抑郁的预测作用以及学业水平在学习倦怠和抑郁之间的调节作用；后选取24名高学习倦怠的流动儿童，分为实验组和对照组，前者接受团体活动课程干预，后者不作任何处理，比较两组前后测学习倦怠的差异和抑郁倾向的改变。

结果：首先，小学高年级流动儿童学习倦怠和抑郁倾向存在年级、性别、和学业水平的差异：在抑郁倾向上，男女性别差异显著，女生比男生得分更高（p<.05）；在学习倦怠的身心耗竭维度上，年级差异显著，6年级比5年级得分更高（p<.01）；在学习倦怠总分及学业疏离、低成就感维度和抑郁倾向上，学业水平差异显著，低学业水平的流动儿童得分更高（p<.01）。第二，学习倦怠的3个维度——身心耗竭、学业疏离和低成就感均能显著预测抑郁倾向（p<.01），学习倦怠对抑郁倾向的解释率为24.8%。第三，学业水平在学习倦怠和抑郁之间存在显著调节作用（p<.05），在中等学业水平和高学业水平群体中，学习倦怠对抑郁的正向预测的作用更为明显（p<.05）。最后，团体活动课程干预之后，实验组的学习倦怠总分、身心耗竭维度和学业疏离维度得分显著降低（p<.05），抑郁倾向的降低也达到显著水平（p<.05）；对照组的学习倦怠和抑郁均没有显著变化（p>.05）。

结论：1）小学高年级流动儿童中，女生比男生抑郁倾向更严重。6年级的流动儿童由于学习而导致的耗竭、疲劳状况比5年级的流动儿童更严重。低学业水平的流动儿童学习倦怠和抑郁倾向比高学业水平的流动儿童更严重。2）小学高年级流动儿童的学习倦怠可以预测其抑郁倾向，学习倦怠越严重，抑郁水平越高。学业水平可以调节学习倦怠和抑郁二者的关系，即在中高学业水平的情况下，学习倦怠对抑郁有明显正向影响。3）团体干预课程能有效降低小学高年级流动儿童的学习倦怠，进而缓解抑郁情绪。 

启示：社会和学校应关注流动儿童这一特殊群体的学习倦怠和抑郁问题及干预，发挥积极心理团体干预的优势，在校园里的有效开展团体活动课程，引导流动儿童发现自己的优势与潜能，提高其自信，实现积极的个体发展。

Objective:To explore the status and characteristics of learning burnout and depressive tendency of migrant children in Primary High-Grade,investigate the predictive effect of learning burnout on depression,and the moderating effect of learning achievement on this path.To explore the effect of group intervention with positive psychological orientation on Learning Burnout of migrant children in Primary High-Grade, investigate whether the reduction of learning burnout can alleviate depression.

Methods: 638 migrant children in grades 5 and 6 of primary schools were tested by Stressful Life Events for Primary School Students(SSLEPSS)and Center for Epidemiological Studies Depression Scale for Children(CES-DC)to collecting data.Using descriptive statistics and difference test to investigate the current situation and development characteristics of learning burnout and depression of migrant children.Regression analysis was conducted with learning burnout as independent variable and depression as dependent variable,and test the moderating effect of learning achievement.To investigate the predictive effect of learning burnout on depression and the regulatory effect of learning achievement on learning burnout and depression.After that, 24 migrant children with high learning burnout were divided into experimental group and control group. The former received group activity course intervention, while the latter did not do any treatment. The differences of learning burnout and depression tendency between the two groups were compared.

Result:There were differences in grade, gender, and performance in learning burnout and depressive tendency of migrant children in Primary High-Grade:in depressive tendency, there was significant difference between male and female, and female students scored higher than male students(p < .05); in the exhaustion dimension of learning burnout, there was significant difference between grade 6 and grade 5(p< .01);in total score of learning burnout, learning cynicism and reduced efficacy dimension of learning burnout and depression,there was a significant difference in the significant differences in academic achievement, and the migrant children with low academic achievement scored higher(p < .01).There was a significant positive correlation between the learning burnout and depression(p < .01).and the three dimensions of learning burnout:exhaustion, learning cynicism, and reduced efficacy all contributed significantly to the prediction of depression(p < .01). The explanation rate of learning burnout to depression tendency was 24.8%.There was a significant moderating effect of learning achievement on learning burnout and depression(p < .05). In the middle and high learning achievement groups, learning burnout had a more significant positive predictive effect on depression(p< .05).After the intervention of group activity curriculum, the total score of learning burnout,exhaustion and learning cynicism dimension of learning burnout in the experimental group were significantly reduced(p < .05), and the depression tendency was also significantly reduced(p < .05); the learning burnout and depression in the control group were not significantly changed(p > .05).

Conclusion:1)Among migrant children in primary High-Grade, the depression tendency of female students is more serious than that of male students.The exhaustion and fatigue caused by study of migrant children in Grade 6 are more serious than those in Grade 5.Migrant children with low academic achievement have more serious learning burnout and depression tendency than migrant children with high academic achievement.2)The study burnout of the migrant children in primary High-Grade can predict their depression tendency. The more serious the study burnout is, the higher the depression level is.Learning achievement plays a moderating role in the influence of learning burnout on depression among migrant children in primary High-Grade，in the case of middle and high academic achievement, learning burnout has a significant positive effect on depression.3)Group counseling can effectively intervene the learning burnout of migrant children in primary High-Grade, and then alleviate the depression.

Revelation: the society and schools should pay attention to the problem of learning burnout and intervention of migrant children, give full play to the advantages of active psychological group intervention, effectively carry out group activity courses on campus, guide migrant children to find their own advantages and potential, improve their self-confidence, and achieve positive individual development.