军校医学生自我效能感在专业认同与学习倦怠关系中的中介效应

Mediating effect of self-efficacy in relationship between professional identification and learning burnout of military medical students

目的分析军校医学生自我效能感、专业认同与学习倦怠的关系,为降低其学习倦怠提供参考。方法 2020年7—8月通过整群抽样法对空军军医大学727名在校本科学员采用一般自我效能感量表、大学生专业认同量表和大学生学习倦怠量表进行调查,并对数据进行分析。结果军校医学生专业认同得分为91.17±14.85,学习倦怠得分为47.35±12.62,自我效能感得分为27.65±6.58,其中专业认同与学习倦怠呈负相关(r=-0.611,P<0.05),与自我效能感呈正相关(r=0.585,P<0.05),自我效能感与学习倦怠呈负相关(r=-0.484,P<0.05)。自我效能感在军校医学生专业认同与学习倦怠之间的中介效应为-0.090,占总效应的10.55%。结论军校医学生自我效能感在专业认同和学习倦怠之间发挥部分中介作用,可通过提高军校医学生的专业认同水平和自我效能感的角度来降低其学习倦怠。

Objective To analyze the relationship between self-efficacy,professional identification and learning burnout of military medical students,provide references for reducing their learning burnout. Methods From July to August 2020,a cluster sampling method was used to survey 727 undergraduate students of the Air Force Military Medical University by using the General self-efficacy scale,the College students’ professional identity scale and the College students’ learning burnout scale. Results The professional identity score in military medical students was 91.17 ±14.85,learning burnout score was 47.35 ±12.62,and selfefficacy score was 27.65±6.58. The professional identity was negatively correlated with learning burnout(r=-0.611,P<0.05),positively correlated with self-efficacy(r=0.585,P<0.05),and self-efficacy was negatively correlated with learning burnout(r=-0.484,P<0.05). The mediating effect of self-efficacy between professional identification and learning burnout of military medical students was-0.090,accounting for 10.55% of the total effect. Conclusion Self-efficacy plays a partial mediating role between professional identification and learning burnout in military medical students,it is feasible to reduce learning burnout of military medical students by their improving the professional identification and self-efficacy.