中国临床心理学杂志

学习效能感在护理本科生专业认同与学习倦怠关系中的中介作用

单位：1. 湖南中医药大学人文社科学院应用心理学系长沙 410208
2. 中南大学湘雅三医院

分类号：R395.6

出版年,卷(期):页码：2014,22(6):1121-1123

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.

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参考文献：

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