学习态度在医学生职业认同感与学习倦怠间的中介效应及性别的调节作用

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中文摘要：目的探究医学生职业认同感对学习倦怠的影响及学习态度的中介作用和性别的调节作用.方法 2022年5月采用便利抽样法,抽取广东省3所医学院校的440名医学生为调查对象,使用医学生职业认同感量表、学习态度量表和学习倦怠量表对其进行问卷调查,并对数据进行分析.结果医学生职业认同感平均得分为(125.95±20.37)分,学习态度平均得分为(83.35±15.39)分,学习倦怠的平均得分为(56.37±11.25)分.医学生职业认同感与学习倦怠呈负相关(r=-0.68,P＜0.01),学习态度与学习倦怠呈负相关(r=-0.80,P＜0.01),职业认同感与学习态度呈正相关(r=0.67,P＜0.01).中介效应检验显示,医学生学习态度在职业认同感与学习倦怠间起部分中介作用,中介效应值为-0.23,占总效应的62.16％,95％CI为-0.28～-0.19.调节效应检验显示,性别在职业认同感与学习态度间的调节效果显著(β=0.11,P＜0.01),中介模型成立.结论医学生职业认同感与学习倦怠呈负相关,学习态度起部分中介作用.医学生作为未来医疗事业的主力应当夯实专业素质,增强对自身职业的认同,保持积极的学习态度以降低学习倦怠程度.医学院校应当针对不同学生的特点,调整教学策略以激发学生的学习兴趣,降低学习倦怠水平.

外文标题：Mediating effect of learning attitude on professional identity and learning burnout in medical students

外文摘要：Objective To explore the impact of professional identity among medical students on learning burnout,the mediating effect of learning attitude,and the moderating effect of gender.Methods In May 2022,the convenience sampling method was used to select 440 medical students from three medical schools in Guangdong Province as the survey subjects.A questionnaire survey was conducted using the medical student professional identity scale,learning attitude scale and learning burnout scale,and the data were analyzed.Results The average score of professional identity,learning attitude and learning burnout among medical students was(125.95±20.37),(83.35±15.39)and(56.37±11.25)points,respectively.The professional identity and learning attitude of medical students were negatively correlated with learning burnout(r=-0.68,-0.80,both P＜0.01),and the professional identity was positively correlated with learning attitude(r=0.67,P＜0.01).The mediation effect test showed that the learning attitude of medical students partially mediates the relationship between occupational identity and learning burnout,with a mediation effect value of-0.23,accounting for 62.16％of the total effect,and a 95％CI of-0.28--0.19.The test of moderating effect showed that the moderating effect of gender between professional identity and learning attitude was significant(β=0.11,P＜0.01),and the moderated mediation model was established.Conclusion There is a negative correlation between occupational identity and learning burnout among medical students,and learning attitude plays a partial mediating role.As the main force of the future medical career,medical students should consolidate their professional quality,enhance their recognition of their own profession,maintain a positive learning attitude to reduce the degree of learning burnout.Medical schools should adjust teaching strategies based on the characteristics of different students to stimulate their interest in learning and reduce their level of learning burnout.

外文关键词：

Professional identityLearning attitudeLearning burnoutGenderMediating effectModerating effect

作者：

黎桂瑞、张雪琴、马欣妍、普艳敏

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作者单位：

江西中医药大学人文学院,江西南昌 330004

广州医科大学卫生管理学院,广东广州 511436

广州医科大学公共卫生学院,广东广州 511436

关键词：

职业认同感学习态度学习倦怠性别中介效应调节效应

基金：

广东省教育科学规划课题广东省基础与应用基础研究基金项目广东省基础与应用基础研究基金项目广东省学位与研究生教育改革研究项目

项目编号：

2022GXJK3002022A15150104142021A15151110462023JGXM_115

出版年：

2024

职业与健康

天津市疾病预防控制中心中华预防医学会

职业与健康

CSTPCD

影响因子：0.737

ISSN：1004-1257

年,卷(期)：2024.40(10)