目的探讨初中生学习倦怠的特点及其与自尊、社会支持的关系,为有效降低初中生的学习倦怠提供实证依据。方法采用问卷调查法对228名初中生施测中学生学习倦怠问卷、社会支持评定量表和自尊量表。结果①初中生学习倦怠的性别差异不显著(F=1.03,P>0.05);初一学生的学习效能感显著低于初二学生(F=3.59,P<0.05);②社会支持、自尊与学习倦怠总体及其4个维度均呈显著负相关(r=-0.22～-0.47,P<0.05);③社会支持对学习倦怠不仅具有显著的直接预测作用(β=-0.34,P<0.01),而且可以通过自尊的中介作用来间接预测学习倦怠(中介效应为19.7%)。结论初中生学习倦怠与自尊、社会支持关系密切,社会支持不仅可以直接预测学习倦怠,而且可以通过自尊间接预测学习倦怠。 Objective To explore the characteristics of junior high school students ’learning burnout and its relationship with self-esteem and social support, and provide empirical evidence for effectively reducing junior high school students’ learning burnout. Methods A total of 228 junior middle school students were enrolled in the questionnaire, the social support rating scale and the self-esteem scale by questionnaire. Results ① There was no significant gender difference in junior high school students’ learning burnout (F = 1.03, P> 0.05). The learning performance of the first grade students was significantly lower than that of the first grade two students (F = 3.59, P <0.05). ②The social support, self- There was a significant negative correlation between learning burnout and four dimensions (r = -0.22 ~ -0.47, P <0.05). ③ Social support not only had a significant direct prediction effect on learning burnout (β = -0.34, P <0.01) , But indirectly through the intermediary role of self-esteem to predict learning burnout (mediation effect was 19.7%). Conclusion Junior high school students’ learning burnout, self-esteem and social support are closely related. Social support not only directly predicts learning burnout, but also indirectly predicts learning burnout through self-esteem.