公费农科生学业自我效能感和学习适应性在专业认同与学习倦怠间的链式中介效应

Chain mediating effect of academic self-efficacy and learning adaptability among publicly-funded agricultural students between professional identity and learning burnout

目的了解公费农科生专业认同对学习倦怠的影响以及学业自我效能感和学习适应性的中介作用。方法2023年4月采用大学生专业认同量表、学业自我效能感量表、大学生学习适应量表和青少年学习倦怠量表对山东省某农业高校303名公费农科生进行问卷调查,并对数据进行分析。结果山东省某高校303名公费农科生的专业认同得分为(4.166±0.665)分,学业自我效能感得分为(3.806±0.549)分,学习适应性得分为(3.821±0.597)分,学习倦怠得分为(2.355±0.649)分。大四学生的专业认同、学业自我效能感显著高于其他年级,女生的学习适应性显著高于男生(均P<0.05)。公费农科生专业认同、学业自我效能感、学习适应性与学习倦怠两两之间呈显著相关(r=-0.451~-0.759,0.513~0.723,均P<0.01)。学业自我效能感、学习适应性在专业认同和学习倦怠间分别具有显著的完全中介作用(β=-0.173,95%CI:-0.294~-0.086;β=-0.107,95%CI:-0.213~-0.003)。学习学业自我效能感和学习适应性在专业认同和学习倦怠间的链式中介效应显著(β=-0.233,95%CI:-0.352~-0.144)。结论公费农科生的专业认同不能直接影响学习倦怠,但可以通过学业自我效能感和学习适应性的独立中介效应和链式中介效应影响学习倦怠。

Objective To understand the impact of professional identity on learning burnout of publicly-funded agricultural students and the mediating role of academic self-efficacy and learning adaptability.Methods In April 2023,a questionnaire survey was conducted on 303 public funded agricultural students from an agricultural university in Shandong Province using the college students'professional identity scale,the academic self-efficacy scale,the college learning adaptation scale and the adolescent student burnout inventory,and the data were analyzed.Results The scores of professional identity,academic self-efficacy,learning adaptability and learning burnout among publicly-funded agricultural students were(4.166±0.665),(3.806±0.549),(3.821±0.597)and(2.355±0.649)points,respectively.The professional identity and academic self-efficacy of senior students were higher than those of other grades,and the learning adaptability of female students was higher than that of male students(all P<0.05).There was significant correlation between professional identity,academic self-efficacy,learning adaptability and learning burnout among publicly-funded agricultural students(r=-0.451--0.759,0.513-0.723,all P<0.01).Academic self-efficacy and learning adaptability had significant complete mediating effects on professional identity and learning burnout(β=-0.173,-0.107,95%CI=-0.294--0.086,-0.213--0.003).The chain mediating effect of academic self-efficacy and learning adaptability between professional identity and learning burnout was significant(β=-0.233,95%CI:-0.352--0.144).Conclusion The professional identity of publicly-funded agricultural students can not directly affect their learning burnout,but can affect it through the independent mediating effect and chain mediating effect of academic self-efficacy and learning adaptability.