医学生专业认同与学业倦怠的关系:学业自我效能感与学习投入的链式中介作用
The Relationship Between Professional Identity and Academic Burnout Among Medical Students:The Chain Mediating Role of Academic Self-efficacy and Learning Engagement
张道芬 1高晓妹 2胡玲3
作者信息
- 1. 安徽医科大学 第二临床医学院,安徽 合肥 230032
- 2. 安徽医科大学 第一临床医学院,安徽 合肥 230032
- 3. 安徽工商职业学院 大学生心理健康中心,安徽 合肥 230041
- 折叠
摘要
目的深入了解专业认同与医学生学业倦怠之间的关系以及作用原理.方法采用专业认同、学业自我效能感、学习投入和大学生学业倦怠量表对708名医学生进行调查.结果专业认同通过多个途径对医学生学业倦怠产生影响.一是通过学业自我效能感或学习投入的部分中介作用影响医学生学业倦怠.二是通过学业自我效能感对学习投入的链式中介进一步影响医学生学业倦怠.结论专业认同通过学业自我效能感和学习投入影响医学生学业倦怠水平,学校教育中可以通过提高学业自我效能感和学习投入来降低医学生学业倦怠.
Abstract
Objective To explore the relationship between professional identity and academic burnout among medical students,as well as the mechanisms.Methods 708 medical students were surveyed using the Professional Identity,Academic Self-Efficacy,Learning Commitment and Academic Burnout Scale for College Students.Results Professional identity influences medical students'academic burnout through multiple pathways.First,it affects medical students'academic burnout through the partial mediation of academic self-efficacy or academic engagement.Second,it further affects medical students'academic burnout through the chain mediation of academic self-efficacy on learning engagement.Conclusion Professional identity affects the level of academic burnout among medical students through academic self-efficacy and learning engagement.School education can reduce academic burnout among medical students by improving academic self-efficacy and learning engagement.
关键词
专业认同/学业倦怠/学业自我效能感/学习投入/医学生Key words
professional identity/academic burnout/academic self-efficacy/learning engagement/medical students引用本文复制引用
基金项目
教育部人文社会科学研究专项任务项目(高校辅导员研究)(2023)(23JDSZ3030)
安徽省高等学校省级质量工程项目(2022)(2022jyxm744)
安徽省职业与成人教育研究规划重点项目(2023)(AZCJ2023013)
安徽医科大学思想政治工作研究会项目(2019)(2019xszh22)
出版年
2024
NETL
NSTL
万方数据