医学生学习倦怠的状况及其影响因素分析

The Analysis of Learning Burnout and its Influential Factors in Medical Students

目的:研究与分析医学生学习倦怠的状况与影响因素。方法:采用《大学生学习倦怠问卷》和《大学生学习倦怠成因问卷》对蚌埠医学院600名五年制医学生进行抽样调查。结果:医学生学习存在一定程度的学习倦怠,存在学习倦怠的人数比例为37.3%;学习倦怠占比男生高于女生(p<0.05);学习倦怠占比精神医学专业高于临床医学专业(p<0.05);性别、专业、学习成绩以及自身因素、学校因素、专业因素、自我效能感、学业压力、社会因素与学习倦怠及行为不当、情绪低落有显著相关性;专业因素、自身因素、学业压力进入以倦怠总分为因变量的回归方程,自身因素、专业因素进入以行为不当为因变量的回归方程,专业因素、自身因素进入以情绪低落为因变量的回归方程。结论:医学生学习倦怠程度总体接近中等水平,不同性别和专业存在显著差异,专业因素、自身因素和学业压力是医学生学习倦怠的主要影响因素。

Aim： Study and analyze the status and the reason of students ＇ learning languor. Method：Sampling survey is conducted by using Questionnaire of Students ＇ Languor and Questionnaire of Causes of College Students＇ Languor among 600 5-year Medical Students in Bengbu Medical College. Results： Learning languor exists among medical students to some extent, and reaches 37.3%. Male has higher languor in learning than female（p〈 0.05）. Psychiatry major students have higher score than clinical medicine major with p〈 0.05.Gender, major, academic performance, personal factor, school, major, self-efficacy, academic pressure,social factor are significantly correlated with learning languor, misbehavior and depressing emotion. Major factor,personal factor, and academic pressure enter the regression equation where the sum of languor is dependent variable. Personal factor and major enter the regression equation where dependent variable is misbehavior. Major and personal factors enter the regression equation where depressing emotion is dependent variable. Conclusion：Medical students＇ learning languor generally approaches middle level. Significant difference exists in gender and major. Major and personal factor and learning pressure serve as the major influencing factors in medical students ＇learning languor.