An investigation about learning burnout in medical college students and its influencing factors

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.