随着社会快速发展，社会竞争越来越大，学生学业压力明显日益增多，学生学习倦怠现象也越来越严重。出现学习倦怠的学生会表现较多消极行为和心理适应问题，不仅影响他们心理健康，而且难以完成学业要求，不利于他们身心健康，人格完善。以往研究发现，导致学习倦怠出现的原因既存在个体内部因素，又有外部因素(陈家胜, 2016)。其中，父母冲突会对学生学习倦怠带来较大影响(马梅芬, 2017)。关于学习倦怠受到父母冲突的影响更多关注在父母冲突导致父母对子女的行为发生变化，忽略了子女对父母冲突的认知而导致自身的变化引发适应问题。而Grych和Fincham(1990)的认知—背景理论认为父母冲突导致子女的问题行为的产生受到冲突评价的影响。因此，父母冲突对学习倦怠的影响可能基于对父母冲突评价的基础上出现的。同时，已有研究表明，当子女对父母冲突的评价越消极，会损害保护个体心理弹性的因素，致使心理弹性下降，从而导致心理适应问题的出现。因此，本研究旨在探讨父母冲突、冲突评价、心理弹性与高中生学习倦怠的关系，并且进一步验证冲突评价、心理弹性在父母冲突对高中生学习倦怠的中介效应，由此丰富高中生学习倦怠影响因素的范畴，最终，能为家校预防与干预学生学习倦怠提供科学的依据和建议。 研究采用《父母冲突儿童知觉量表》、《青少年心理弹性量表》和《中学生学习倦怠量表》，随机选取桂林市两所高中的477名学生作为调查对象，考察父母冲突、冲突评价、心理弹性与高中生学习倦怠的现状及彼此间的关系，得到以下结论： (1)高中生学习倦怠总体水平中等偏下。性别在高中生的学习倦怠上不存在显著差异。在年级变量上，不同年级的高中生在学习倦怠总分存在显著差异，具体表现在高一年级显著低于高二和高三年级；在学习倦怠的师生疏离，高三年级的得分显著高于高一和高二年级；在学习倦怠的情绪耗竭、学习低效能感和生理耗竭不受年级的影响。 (2)高中生知觉到父母冲突处于中等水平程度。女生比男生对父母冲突解决程度的知觉显著要高。高中生知觉父母冲突不存在年级差异。 (3)性别在对父母冲突评价中存在显著差异，具体表现在女生比男生在父母冲突后果威胁感知程度高。冲突评价不存在年级差异。 (4)高中生的心理弹性各因子得分均高于中数3分（5点计分），表明高中生的心理弹性水平较好。性别对心理弹性的影响存在显著差异。不同年级的高中生在心理弹性的目标专注、情绪控制、人际协助、个人力因子、支持力因子和心理弹性总分上存在显著差异。 (5)在父母冲突与高中生学习倦怠的关系中，心理弹性中介效应显著。 (6)在父母冲突与高中生学习倦怠的关系中，冲突评价和心理弹性的链式中介效应显著。 关键词：高中生；学习倦怠；父母冲突；冲突评价；心理弹性

With the rapid development of society, social competition is becoming more and more serious, students’ academic pressure is obviously increasing, and students’ learning burnout is getting worse. Students who suffer from learning burnout tend to have more negative behaviors and psychological adaptation problems, which not only affect their mental health, but also make it difficult for them to complete their studies, which is not conducive to their physical and mental health and the improvement of their personality. Previous studies have found that the reasons of learning burnout include both internal and external factors (Chen jiasheng, 2016). Among them, parental conflict has a great impact on students’ learning burnout (Ma meifen, 2017). As for the influence of parental conflict on learning burnout, more attention is paid to the fact that parental conflict leads to the change of parents’ behavior towards their children, while the neglect of children’s conflict appraisal of parental conflict leads to the change of children's self-adaptation. Grych and Fincham’s (1990) cognitive-contextual framework believed that the problem behaviors of children caused by parental conflict were affected by conflict appraisal. Therefore, the influence of parental conflict on learning burnout may be based on children’s conflict appraisal of parental conflict. At the same time, existing studies have shown that the more negative the children’s conflict appraisal of parental conflict is, the factors that protect the individual’s psychological resilience will be damaged, resulting in the decline of psychological resilience and the emergence of psychological adaptation problems. Therefore, this study is to explore the relationship of perceived parental conflict, conflict appraisal, psychological resilience and learning burnout of senior high school students, and further verifies the mediating role of conflict appraisal and psychological resilience. In the end, it can be enriched the area of the influence factors of learning burnout of senior high school students and benefit for school and family that prevent and intervene learning burnout to provide scientific basis and advice. Children’s Perception of Interparental Conflict Scale, Resilience Scale for Adolescents and the Middle School Students’ Learning Burnout Scale are used in this study, whose participants are randomly selected from two senior high schools of 477 students in Guilin. The conclusions of this study are as follows. (1) The overall level of learning burnout of senior high school students is below the average. There is no significant difference between boys and girls in learning burnout. In terms of grade variables, there are significant differences in the total scores of learning burnout that Senior One is significantly lower than Senior Two and Senior Three. For the alienative relationship between students and teachers of learning burnout, the score of Senior Three is significantly higher than that of Senior One and Senior Two. But no difference is found on mental exhaustion, the lack of personal learning accomplishment and physical exhaustion in grades. (2) Perceived parental conflict of senior high school students is at a moderate level. For perception of parental conflict resolution, girls’ scores are significantly higher than boys’. There was no difference in perceived parental conflict among grades. (3) There is a significant difference in conflict appraisal of parental conflict in gender, which is that girls have a higher score of perceived threat boys. There is no difference among grade in conflict appraisal. (4) The score of each factor of senior high school students’ psychological resilience is higher than the median score of 3 points(5 points), indicating that senior high school students’ psychological resilience is great. There are significant differences in the gender on psychological resilience. Different grades are significant differences in goal planning, affect control and help-seeking of psychological resilience, individual power factor, supportive power factor and the total score of psychological resilience. (5) The mediating effect of psychological resilience is significant in the relationship between parental conflict and learning burnout of senior high school students. (6) The chain mediating effect of conflict appraisal and psychological resilience are significant in the relationship between parental conflict and learning burnout of senior high school students. KEY WORDS: Senior High School Students; Learning Burnout; Perceived Parental Conflict; Conflict Appraisal; Psychological Resilience