摘要
目的:探讨学习效能感在专业认同和学习倦怠关系中的中介作用。方法:采用护理本科专业认同问卷、大学生学习倦怠问卷和学习效能感问卷调查509名护理本科生。结果:护理本科生学习倦怠得分为56.17±8.86,学习倦怠发生率为27.70%,以行为不当最为突出;护理本科生专业认同、学习效能感与学习倦怠各维度呈显著负相关,学习效能感在专业认同与学习倦怠关系中起部分中介作用。结论:护理本科生学习倦怠水平较高,主要表现为行为不当;专业认同是学习倦怠的重要影响因素,且学习效能感是专业认同影响学习倦怠的中介变量。
Objective： To investigate the mediating effect of learning efficacy on the relationship between professional identity and learning burnout in nursing undergraduates. Methods： 509 nursing undergraduates completed Nursing Undergraduates＇Professional Identity Questionnaire, Undergraduate Learning Burnout Scale and Learning Efficacy Scale. Results： In nursing students, the incidence of learning burnout was 27.70%, in which misconduct was particularly obvious. There were significant negative correlations between professional identity and all dimensions of learning burnout. Learning efficacy were negatively correlated with all dimensions of learning burnout. Learning efficacy partially mediated the effect of professional identity on all dimensions of learning burnout. Conclusion： Nursing students experience high level of learning burnout, especially misconduct. Professional identity is an important influential factor of learning burnout, and learning efficacy has a partial mediating effect of professional identity on learning burnout.
出处
《中国临床心理学杂志》
CSSCI
CSCD
北大核心
2014年第6期1121-1123,共3页
Chinese Journal of Clinical Psychology
基金
2014年教育部人文社科基金青年项目(14YJC-ZH197)
湖南省自然科学基金(14JJ3118)
湖南省哲学社会科学基金项目(12YBA244)
关键词
专业认同
学习倦怠
学习效能感
中介作用
Professional identity
Learning burnout
Learning efficacy
Mediating effect
