某高职高专学校医学生职业认同感与学习倦怠的关系
Association between Professional Identity and Learning Burnout among Students in a High Medical Vocational School
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摘要:
目的 探讨高职高专医学院校学生职业认同感与学习倦怠的关系。 方法 选取某高职高专医学院校临床专业(2个)和非临床相关专业(3个)680名在校生为研究对象,运用六维职业认同感问卷和三维学习倦怠量表进行调查,采用方差分析、相关分析和多元线性回归方法进行统计分析。 结果 方差分析结果表明,职业认同感问卷和学习倦怠量表各维度得分在不同个体特征间差异有统计学意义(P<0.01)。相关分析结果显示,高职高专医学生职业认同感与学习倦怠呈负相关,相关系数为-0.483;职业认同感与学习倦怠3个维度(情绪倦怠、发展倦怠和行为倦怠)相关系数分别是-0.430,-0.539和-0.270。多元线性回归分析表明,职业认同感与学习倦怠呈负相关。 结论 职业认同感对学习倦怠具有反向预测作用,职业认同感受不同专业、年级等因素的影响,提高高职高专医学生职业认同感,有助于降低学生学习倦怠。 Abstract:Objective To examine the association between professional identity and learning burnout among students in a high vocational medical school. Methods Totally 680 students of five majors were selected from a high vocational medical school and interviewed using a six-dimension professional identity questionnaire and a three-dimension learning burnout scale. Statistical analysis included ANOVA analysis, correlation analysis, and multi-linear regression methods. Results The results of ANOVA analysis showed that scores of professional identity and learning burnout varied significantly among students categorized by different individual characterizations (P<0.01). The results of correlation analysis indicated the Pearson correlation coefficient between professional identity and learning burnout was-0.483 and the Pearson correlation coefficients between professional identity and three dimensions of learning burnout (emotional burnout, development burnout, and behavioral burnout) was-0.430,-0.539, and-0.270, respectively. The multi-linear regression analysis results showed that some dimensions of professional identity had a negative correlation with each dimension of learning burnout. Conclusion Professional identity negatively predict learning burnout and is varied with individual factors, such as major, enrollment year. Improving professional indentity may help reduce learning burnout of the high medical vocational school students.
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