倦怠(burnout)的概念源自人际服务领域，是指因工作中长期压力和应激而产生的综合心理症状，主要包括衰竭、讥诮态度和自我效能及成就感降低。随着Maslach倦怠问卷一通用版(MBI-Gen-eral Survey,MBI-GS)的问世，倦怠的研究已拓展到其他诸多领域。其维度定义更为一般化，强调工作任务本身所引起的精力耗竭，对任务而不是对象的疏离，职业效能感降低的含义也更广泛。MBI-GS的三维度结构具有跨文化和跨行业的稳定性研究表明,倦怠现象在学生群体中同样存在。Schaufeli等人在MBI-GS的基础上编制了Maslach倦怠量表学生版(Maslach Burnout Inventory-Student Survey,MBI-SS),从衰竭、讥诮态度和效能感降低三个维度来考察学生的倦怠，即由于学业的压力而感到精力耗竭，对学习产生讥诮和疏离的态度，作为一个学生感到能力不足。

张莹等修订的Maslach倦怠量表-学生版（MBI-SS），总量表的克伦巴赫系数为2.1.30.885,衰竭、讥消态度和效能感降低三个分量表的的系数结果也都达到了0.7以上，分别为0.741、0.767,0.870.

Maslach倦怠量表-学生版（MBI-SS）

Items of the Maslach Burnout Inventory–Student Survey

Emotional Exhaustion

  1. I feel emotionally drained by my studies.
  2. I feel used up at the end of a day at school.
  3. I feel burned out from my studies.
  4. I feel tired when I get up in the morning and I have to face another day at school.
  5. Studying or attending a class is really a strain for me.

Cynicism

  1. I have become less interested in my studies since my enrollment at the school.
  2. I have become less enthusiastic about my studies.
  3. I have become more cynical about the potential usefulness of my studies.
  4. I doubt the significance of my studies.

Academic Efficacy

  1. I can effectively solve the problems that arise in my studies.
  2. I believe that I make an effective contribution to the classes that I attend.
  3. In my opinion, I am a good student.
  4. I have learned many interesting things during the course of my studies.
  5. I feel stimulated when I achieve my study goals.
  6. During class I feel confident that I am effective in getting things done.

参考文献：
Hu Q , Schaufeli W B .The factorial validity of the Maslach Burnout Inventory-Student Survey in China.[J].Psychological Reports, 2009, 105(2):394-408.DOI:10.2466/PR0.105.2.394-408.
张莹,甘怡群,张轶文.MBI-学生版的信效度检验及影响倦怠的学业特征[J].中国临床心理学杂志,2005,(4):8-10.DOI:10.16128/j.cnki.1005-3611.2005.04.002.