心理韧性对医学生学习倦怠的影响：应对方式的中介作用

Abstract

目的：探讨医学生心理韧性、应对方式与学习倦怠之间的关系。方法：采用大学生学习倦怠量表、青少年心理韧性量表和简易应对方式量表对1628名医学生进行测量。结果：① 医学生的应对方式较为积极，心理韧性和学习倦怠处于中等水平，学习倦怠以行为不当最为突出。② 医学生的学习倦怠没有显著的性别差异(t = 0.221, p > 0.05)和年级差异(F = 1.192, p > 0.05)，但在行为不当和成就感低两个维度上存在显著的年级差异(F = 3.426，5.856；均p 0.05)，青少年心理韧性量表总分及其各个维度、简易应对方式量表总分及其各个维度与大学生学习倦怠量表总分及其余各维度均有着显著的相关(r = 0.050~0.388，均p Objective: To investigate the characteristics of resilience, coping and learning burnout in medical undergraduates, and analyze the relationship among them. Methods: One thousand six hundred and twenty-eight medical undergraduates who were collected by stratified random sampling method were measured with Learning Burnout Scale for Chinese Undergraduates (LBSCU), Resilience Scale for Chinese Adolescent (RSCA), and the Simplified Coping Style Questionnaire (SCSQ). Results: 1) Medical undergraduates’ coping styles were positive; their resilience and learning burnout were in medium level; and the level of behavior inadequacy was comparatively high. There was no significant gender difference (t = 0.221, p > 0.05) or grade difference (F = 1.192, p > 0.05) on the total scores of LBSCU, but a significant grade difference on the score of behavior inadequacy (F = 5.856, p < 0.05). 2) There was a significant correlation to each other among the total score of LBSCU, total score of SCSQ, total score of RSCA, scores of positive coping and negative coping (r = 0.050 - 0.388, p < 0.05). 3) It had a partly mediating effect of the score of positive coping when the total score of RSCA was taken as a predictor to that of LBSCU, and the ratio in the total effect was 7.62%. The score of negative coping, with the ratio in the total effect was 3.54%. Conclusion: Resilience had a significant effect on learning burnout by coping style.