医学生的专业认同、学业自我效能感与学习倦怠的关系

Relationship among professional identity,academic self-efficacy,and learning burnout of medical students

目的调查医学生的专业认同、学业自我效能感和学习倦怠的特点,探讨其专业认同、学业自我效能感与学习倦怠的关系。方法采用整群便利取样的方法抽取长沙医学院、邵阳学院、湖南医药学院3所高校医学生共计972名,使用大学生专业认同问卷、学业自我效能感问卷和学习倦怠问卷进行调查。结果所调查的医学生专业认同、学业自我效能感的总均分分别为3.67±0.57,3.30±0.47,学习倦怠的检出率为34.8%。专业认同、学业自我效能感在性别、专业、学历、学级上的差异具有统计学意义(P<0.05)。医学生专业认同、学业自我效能感与学习倦怠均呈显著负相关。学业自我效能感在专业认同和学习倦怠中起部分中介作用。结论专业认同是学习倦怠的负向预测因子,学业自我效能感是专业认同影响学习倦怠的中介变量。

Objective To investigate and explore the characteristics and relationship of professional identity,academic self-efficacy,and learning burnout of medical students.Methods Totally 972 medical students were selected from 3 universities by cluster convenience sampling method,and were investigated with the college student professional identity,academic self-efficacy and the learning burnout questionnaire.Results The total average scores of professional identity and academic self-efficacy of the investigated medical students were 3.67±0.57 and 3.30±0.47,respectively,and the detection rate of learning burnout was 34.8%.There were statistically significant differences in the professional identity academic self-efficacy scores of different gender,major,education and grade(P<0.05).Professional identity and academic self-efficacy were negatively correlated with learning burnout;academic self-efficacy played a mediating role in the impact of professional identity on learning burnout.Conclusion Professional identity is a negative predictor of learning burnout,and academic self-efficacy is an intermediary variable of professional identity affecting learning burnout.