学习倦怠（academic burnout）是学生在学习过程中缺乏学习动机或学习兴趣，但又不得不进行学习时，所产生的一种身心俱疲的心理状态和消极对待学习活动的行为状态。学习倦怠对初中生的学习和生活有重大的影响，会导致一系列不良的发展结果，如自信心下降、旷课、抑郁等。本研究以初中生群体为研究对象，从家庭环境因素出发探讨父母心理控制（parental psychological control）对其学习倦怠的影响，并分析个人成长主动性（personal growth initiative）和基本心理需要满足（basic psychological needs satisfaction）在二者之间的作用。在此基础上，针对初中生的个人成长主动性和基本心理需要满足设计课程干预方案，以降低其学习倦怠水平，为学校心理健康教育工作提供理论基础和实践参考。
研究一采用方便取样法，选取来自北京、山东两地的616名初中生作为被试，通过问卷调查探讨父母心理控制、个人成长主动性、基本心理需要满足和学习倦怠的关系。研究二在研究一的基础上开展实验研究，采用方便取样法，选取北京市某中学初二年级172名学生作为研究对象，以班级为单位随机分为实验组和对照组，进行为期2个月共4次的课程干预，每2周一次，每次45分钟。实验组实施以个人成长主动性和基本心理需要满足为主题的心理课程，对照组实施学校安排的常规心理课程。以研究一中所用问卷作为测量工具，在干预前、干预后对所有被试进行评估，以考察聚焦个人成长主动性和基本心理需要满足的心理课程对初中生学习倦怠的干预效果。
研究结果表明：
（1）初中生感知的父母心理控制水平在不同性别、年级、是否担任班干部、母亲受教育水平和父亲受教育水平上均不存在显著差异；
（2）初中生学习倦怠在是否担任班干部、母亲受教育水平和父亲受教育水平上存在显著差异；
（3）初中生个人成长主动性在年级、是否担任班干部、母亲受教育水平和父亲受教育水平上存在显著差异；
（4）初中生基本心理需要满足在是否担任班干部、母亲受教育水平和父亲受教育水平上存在显著差异；
（5）父母心理控制、个人成长主动性、基本心理需要满足和学习倦怠两两之间存在显著相关关系；
（6）父母心理控制对初中生学习倦怠的直接预测作用不显著，但可以通过个人成长主动性和基本心理需要满足的链式中介作用间接影响初中生学习倦怠；
（7）以个人成长主动性和基本心理需要满足为主题的心理课程能显著提升初中生的个人成长主动性，进而抑制其学习倦怠水平，但对初中生基本心理需要满足的干预效果不显著。
 

Academic burnout is a kind of mental state of exhaustion and negative behavior towards learning activities when students lack motivation or interest in learning, but have got to study. Academic burnout has a significant impact on the study and life of middle school students, and can lead to a series of negative results, such as self-confidence decline, truancy, depression and so on. This study took middle school students as the research subjects, and discussed the influence of parental psychological control on their academic burnout, focusing on the role of personal growth initiative and basic psychological needs satisfaction in the two. On this basis, a curriculum intervention scheme was designed according to the personal growth initiative and basic psychological needs of students, in order to reduce their learning burnout level and provide a certain theoretical basis and practical reference for school mental health education. 
In the first study, 616 middle school students from Beijing and Shandong were selected as subjects by convenience sampling method, and the relationship between parental psychological control, personal growth initiative, basic psychological needs satisfaction and learning burnout was investigated by questionnaire. In study 2, an experimental study was carried out on the basis of study 1. By using convenience sampling method, 172 students in grade 2 of a middle school in Beijing were selected as the research subjects and randomly divided into the experimental group and the control group by class unit. A total of 4 curriculum interventions were carried out for 2 months, once every 2 weeks, for 45 minutes each time. The experimental group learned the psychological course with the theme of personal growth initiative and basic psychological needs satisfaction, while the control group learned the routine psychological course arranged by the school. Using the questionnaires used in Study 1 as measuring tools, all subjects were evaluated before and after intervention to investigate the intervention effect of the psychological courses on academic burnout of middle school students. The results show that: 
(1) There was no significant difference in parental psychological control of middle school students in gender, grade, class leader or not, their mother's education level and father's education level.
(2) There were significant differences in academic burnout of middle school students in whether they are class leaders, their mother's education level and father's education level.
(3) There were significant differences in personal growth initiative of middle school students in grade, class leader or not, their mother's education level and father's education level.
(4) There were significant differences in basic psychological needs satisfaction of middle school students in whether they are class leaders, their mother's education level and father's education level.
(5) There were significant correlations between parental psychological control, personal growth initiative, basic psychological needs satisfaction and academic burnout. 
(6) The direct predictive effect of parental psychological control on middle school students' academic burnout was not significant, but it could indirectly affect students' academic burnout through the chain mediating effect of personal growth initiative and basic psychological needs satisfaction. 
(7) Psychological courses with the theme of personal growth initiative and satisfaction of basic psychological needs could not significantly improve junior middle school students' satisfaction of basic psychological needs, but could significantly improve middle school students' personal growth initiative, and thus restrained their academic burnout.