Abstract
PurposeTo investigate the degree of learning burnout and its influencing factors in medical college and university students. MethodsThe Learning Burnout Scale, Attributional Style Questionnaire, and Self-Efficacy Scale were used to investigate 679 medical college and university students. ResultsThe Learning Burnout Scale score was 61.33 ± 8.28. The score for the Attributional Style Questionnaire was 0.19 ± 1.18, and Self-Efficacy Scale score was 2.46 ± 0.37. Self-efficacy and attributional styles were negatively correlated with learning burnout. Field of study, scholarship status, grade, and attributional style and self-efficacy total scores affected the degree of learning burnout, and explained 27% of the total variance of observed learning burnout. ConclusionLearning burnout in students is of a moderate level. We should help and guide students according to their profession, grade, learning characteristics, and whether they have existing attributional style problems; these interventions should help to reduce learning burnout.
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