目的 考察军校学生调节模式、学业自我效能感与学习投入、学习倦怠的关系,并探究其机制.方法 应用调节模式量表(regulatory mode questionnaire,RMQ)、学业自我效能感量表(academic self-efficacy questionnaire,ASQ)、大学生学习投入问卷(learning engagement questionnaire for college students,LEQCS)、青少年学习倦怠量表(ad-olescent student burnout inventory,ASBI)对362名军校学生进行测评,采用Pearson相关分析和结构方程模型分析各变量之间关系.结果 运动模式与ASQ、LEQCS、ASBI得分均存在显著相关性(P均＜0.01),评估模式与ASQ、LEQCS得分均存在显著相关性(P均＜0.05).结构方程模型分析显示,运动模式对学习投入的直接效应和间接效应路径系数均具有统计学意义(P均＜0.05);运动模式对学习倦怠的间接效应路径系数显著(P＜0.05),直接效应路径系数不显著(P＞0.05).评估模式对学习投入的间接效应路径系数显著(P＜0.05),直接效应路径系数不显著(P＞0.05);评估模式对学习倦怠的直接效应和间接效应路径系数均具有统计学意义(P均＜0.05).结论 在军校的教育中应重点关注高评估模式学生,引导其提高运动模式水平,着力提升学业自我效能感.
Mediating Role of Academic Self-efficacy on the Regulatory Mode and Learning Burnout,Learning Engagement in Military Medical University Students
Objective To investigate the relationship between regulatory mode,academic self-efficacy and learning burnout,learning engagement of medical students in military academy,and explore its mechanism.Methods A total of 362 military medical university students were tested by regulatory mode questionnaire(RMQ),academic self-efficacy questionnaire(ASQ),learning engagement questionnaire for college students(LEQCS)and adolescent student burnout inventory(ASBI);the relationship between the variables was analyzed by the Pearson correlation analysis and structural equation model.Results The exercise mode were significantly correlated with ASQ,LEQCS and ASBI scores(all P＜0.01),the assessment mode was significantly correlated with ASQ and LEQCS scores(all P＜0.05).Structural equation model analysis showed that the path coefficients of direct and indirect effects of exercise mode on learning engagement were statistically significant(all P＜0.05);the indirect effect path coefficient of exercise mode on learning burnout was significant(P＜0.05),the direct effect path coefficient was not significant(P＞0.05).The indirect effect path coefficient of assessment mode on learning engagement was significant(P＜0.05),the direct effect path coefficient was not signifi-cant(P＞0.05);the path coefficients of direct effect and indirect effect of assessment model on learning burnout were sta-tistically significant(all P＜0.05).Conclusion In the military medical college education,we should pay more attention to the students with high assessment mode,guide them to improve their locomotion mode,and focus on improving their academic self-efficacy.
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