【目的】通过对中学生学业倦怠和家庭功能的调查,了解中学生学业倦怠与家庭功能的关系,探索家庭功能对学业倦怠的影响。【方法】采用《中学生学习倦怠问卷》和《家庭亲密度与适应性量表》对二所普通中学初一到高三随机抽取的344名中学生进行问卷测查。【结果】高低学业倦怠倾向组在家庭关系的亲密度和适应性两个维度上差异有统计学意义(P<0.05),低学业倦怠倾向组的亲密度和适应性均好于高学业倦怠倾向组;亲密度类型差异有统计学意义(P<0.05),高学业倦怠倾向组松散型的比例高于低学业倦怠倾向组,而亲密型的比例低于低学业倦怠倾向组。【结论】高低学业倦怠倾向组家庭功能差异有统计学意义,家庭功能对学业倦怠有重要影响。 【Objective】 Through the investigation of middle school students’ academic burnout and family function, it is necessary to understand the relationship between academic burnout and family function of middle school students and to explore the impact of family function on academic burnout. 【Method】 A total of 344 middle school students randomly selected from the first to the third of two ordinary middle schools were surveyed by using the “Questionnaire for Learning Burnout of Middle School Students” and the “Family Intimacy and Adaptability Scale”. 【Results】 The results showed that there was a significant difference in the degree of intimacy and adaptability in family relationship between high and low academic burnout group (P <0.05), the intimacy and adaptability of low burnout group were better than high school burnout tendency (P <0.05). The proportion of loose type in high school burnout tendency group was higher than that in low school burnout tendency group, while the intimate type was lower than that of low school burnout tendency group. 【Conclusion】 There are significant differences in family functions between high and low academic burnout groups and family functions have an important impact on academic burnout.