医学生学习倦怠和社会支持的关系——学业自我效能感的中介效应

Relationship between learning burnout and social support in medical students: mediating effect of academic self-efficacy

采用学习倦怠量表、学习自我效能感量表和社会支持量表对458名医学生进行问卷调查,探讨医学生学习倦怠与学习自我效能感、社会支持之间的关系。结果表明:医学生学习倦怠总体上处于中等水平,且男生的学习倦怠水平显著高于女生;医学生学习倦怠与社会支持、学业自我效能感均呈显著负相关;中介效应检验发现,学业自我效能感可部分中介社会支持与学习倦怠的关系。因此在教育实践中不能只是简单的把学习倦怠归因于社会支持,还应该注意到学习自我效能感等心理中介机制。

The questionnaires of Maslach Burnout Inventory Student Survey （MBI-SS）, Social Support Rating Scale （SSRS） and Academic Self-Efficacy Inventory （ASEI） were used in 458 medical students to explore the relationship among learning burnout, academic self-efficacy and social support. The results showed that the level of learning burnout totally was in the middle degree, and it was higher in male students than that in female ones. The learning burnout was negatively correlated to social support and academic self-efficacy significantly. Mediating effect tests showed that academic self-efficacy played a partial mediating role between learning burnout and social support. Therefore in the practice of education, learning burnout cannot be simply ascribed to social support, the attention should be also paid to psychological mediation mechanism, such as academic self-efficacy.