文章摘要
吕晓丹,,王丽丽,,邵海亚.精神医学专业本科生学习倦怠与专业承诺的现状调查与分析[J].南京医科大学学报(社会科学版),2020,(6):534~539
精神医学专业本科生学习倦怠与专业承诺的现状调查与分析
The present investigation and analysis of learning burnout and professional commitment among undergraduates majoring in psychiatry
投稿时间:2019-10-10  
DOI:10.7655/NYDXBSS20200607
中文关键词: 精神医学  学习倦怠  专业承诺
英文关键词: psychiatry  learning burnout  professional commitment
基金项目:南京医科大学教育研究立项课题“医学生学习倦怠、专业承诺与相关心理因素的研究”(2019LX052)
作者单位
吕晓丹, 南京医科大学第四临床医学院 江苏 南京 210029 
王丽丽, 南京医科大学第四临床医学院 江苏 南京 210029 
邵海亚 南京医科大学第四临床医学院 江苏 南京 210029 
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中文摘要:
      采用《大学生学习倦怠量表》和《大学生专业承诺调查量表》对南京某医学院校全体精神医学专业120名本科生进行问卷调查,了解精神医学专业本科生的学习倦怠与专业承诺的现状,分析探讨二者之间的关系,有效问卷109份。结果发现精神医学专业本科生整体的学习倦怠呈中低水平,得分为(51.49 ± 11.49)分,轻度、中度和重度学习倦怠比例为22.9%、17.4%、17.4%。整体的专业承诺水平较高,得分为(86.65 ± 19.25)分。学习倦怠和专业承诺在性别和年级上无显著差异。按照学习倦怠程度无、轻度、中度、重度等级之间比较,性别、独生子女、家庭贫困方面无显著差异,而在年级(大四<大三<大一<大二,P<0.05)、生源地(城市<城镇<农村,P<0.05)、专业满意(满意<不满意,P<0.05)和校园生活满意(很满意<基本满意<不满意,P<0.05)上存在统计学差异。对所学专业持满意态度的学生与不满意的学生相比,学习倦怠无显著差异,专业承诺有统计学差异。精神医学专业学生的专业承诺越高,其学习倦怠水平越低。学校应该从教育管理方面入手,采取有效措施加强学生的专业承诺,降低学习倦怠情况。
英文摘要:
      Questionnaire surveys were conducted among 120 psychiatric undergraduates in a medical college in Nanjing by using the College Students’ Learning Burnout Scale and the College Students’ Professional Commitment Scale, to understand the current situation of learning burnout and professional commitment of undergraduates majoring in psychiatry, and to explore the relationship among them. There were 109 valid questionnaires. It turned out that the score of psychiatric undergraduates’ learning burnout was 51.49±11.49, which reached the medium to the low level. The proportion of mild, moderate and severe learning burnout among psychiatric undergraduates was 22.9%, 17.4%, 17.4%. And the level of professional commitment was relatively higher(86.65±19.25). There was no significant difference of learning burnout and professional commitment in gender and grade. Comparing the degree of void, mild, moderate and severe learning burnout, there was no significant difference among gender, one?child condition and family poverty, but there were statistical differences among grade(senior<junior<freshman<sophomore, P<0.05), place of origin (city<town< countryside, P<0.05), professional satisfaction (satisfied<dissatisfied, P<0.05) and campus life satisfaction(very satisfied<basic satisfied<dissatisfied,P<0.05). Comparing students who were satisfied with their major or not, there is no significant difference of learning burnout, but there were differences of professional commitment. Psychiatric undergraduates with higher level of professional commitment would get lower level of learning burnout. There was a certain proportion of learning burnout in psychiatric undergraduates, and their professional commitment needed to be improved. Effective measures should be taken from the perspective of education management by schools to strengthen students’ professional commitment and reduce their learning burnout.
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