心理韧性对医学生学习倦怠的影响：应对方式的中介作用
Relationship between Resilience and Learning Burnout of Medical Undergraduates: Mediating Role of Coping
DOI: 10.12677/AP.2017.77105, PDF, HTML, XML,  被引量 下载: 1,879  浏览: 3,465 
作者: 侯永梅, 王懿杨：广东医科学大学人文与管理学院心理学系，广东 湛江；胡佩诚：北京大学医学部医学心理教研室，北京
关键词: 学习倦怠；心理韧性；应对方式；中介效应；医学本科生；Learning Burnout； Resilience； Coping； Mediating Effect； Medical Undergraduates
摘要: 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)。③ 除了应对方式量表总分与情绪低落、应对方式量表总分与情绪控制之间的相关不显著(r = 0.004，0.035；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 < 0.05)。回归分析结果表明，积极应对和消极应对等两个变量均在心理韧性和学习倦怠之间起部分中介作用，中介效应分别是7.62%和3.54%。结论：心理韧性对学习倦怠的影响显著，这种影响部分地通过应对方式来实现的。
Abstract: 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.
文章引用：侯永梅, 胡佩诚, 王懿杨 (2017). 心理韧性对医学生学习倦怠的影响：应对方式的中介作用. 心理学进展, 7(7), 845-851. https://doi.org/10.12677/AP.2017.77105

参考文献

[1] 曾小英(2014). 大学生学业自我效能感、自尊与学习倦怠的关系再探. 成都师范学院学报, 30(12), 90-94.
[2] 郭婧婧(2014). 贫困大学生心理韧性与学习倦怠的关系研究——应对方式的中介作用和自我控制的调节作用. 硕士论文, 华中师范大学, 武汉.
[3] 何香仪(2011). 地方高师院校学生学习倦怠与学业成绩的关系. 现代教育管理, 31(1), 72-74.
[4] 胡月琴, 甘怡群(2008). 青少年心理韧性量表的编制与效度验证. 心理学报, 40(8), 902-912.
[5] 解亚宁, 张育坤(1998). 简易应对方式问卷的信度与效度的初步研究. 中国临床心理学杂志, 6(2), 114-116.
[6] 李军, 尹丽琴, 刘小明(2014). 核心自我评价对体育专业大学生学习倦怠的影响: 应对方式的中介作用. 体育科技, 36(3), 94-96.
[7] 连榕, 杨丽娴, 吴兰花(2005). 大学生的专业承诺、学习倦怠的关系与量表编制. 心理学报, 37(5), 632-636.
[8] 吕斯欣, 李丽霞, 柯斌斌, 梁颖仪, 麦如蓝(2014). 广州某高校大学生学习倦怠及其影响因素Logistic回归分析. 中国学校卫生, 35(1), 120-122.
[9] 庞智辉, 游志麒, 周宗奎, 范翠英, 李晓军(2010). 大学生社会支持与学习倦怠的关系: 应对方式的中介作用. 中国临床心理, 18(5), 654-656.
[10] 钱康杰, 尹可丽, 张丽蓉(2015). 学习倦怠对大学生积极与消极心理状况的预测作用. 中国心理卫生杂志, 29(3), 236-238.
[11] 温忠麟, 侯杰泰, 张雷(2005). 调节效应与中介效应的比较和应用. 心理学报, 28(2), 268-274.
[12] 徐明津, 杨新国, 吴柑澜, 黄雪雯(2015). 大学生应对方式、学习倦怠与学业拖延的关系. 中国健康心理学杂志, 23(2), 243-245.
[13] 张丽芳, 范秀珍(2015). 高职男护生学习倦怠与心理弹性、应对方式的相关性研究. 中国高等医学教育, 19(10), 44-45.
[14] 周健明(2014). 知识学习倦怠与创业警觉性、创业绩效的关系研究. 湖北经济学院学报(人文社会科学版), 11(8), 174-178.
[15] Cecil, J., McHale, C., Hart, J., & Laidlaw, A. (2014). Behaviour and Burnout in Medical Students. Medical Education Online, 19, Article No. 25209.
https://doi.org/10.3402/meo.v19.25209
[16] Compas, B. E., Connor-Smith, J. K., & Saltzman, H. (2001). Coping with Stress during Children and Adolescence: Problems, Progress, and Potential in Theory and Research. Psychological Bulletin, 127, 87-127.
https://doi.org/10.1037/0033-2909.127.1.87
[17] Dyrbye, L. N., Harper, W., Moutier, C., Durning, S. J., Power, D. V., Massie, F. S., Eacker, A., Thomas, M. R., Satele, D., Sloan, J. A., & Shanafelt, T. D. (2012). A Multi-Institutional Study Exploring the Impact of Positive Mental Health on Medical Students’ Professionalism in an Era of High Burnout. Academic Medicine, 87, 1024-1031.
https://doi.org/10.1097/ACM.0b013e31825cfa35
[18] Dyrbye, L. N., Massie, F. S., Eacker, A., Harper, W., Power, D., Durning, S. J., Thomas, M. R., Moutier, C., Satele, D., Sloan, J., & Shanafelt, T. D. (2010). Relationship between Burnout and Professional Conduct and Attitudes among US Medical Students. JAMA, 304, 1173-1180.
https://doi.org/10.1001/jama.2010.1318
[19] Haydock, D., Mannix, J., & Gidman, J. (2011). CPTs’ Perceptions of Their Role Satisfaction and Levels of Professional Burnout. Community Practitioner, 84, 19-23.
[20] Richardson, G. E. (2002). The Meta Theory of Resilience and Resiliency. Journal of Clinical Psychology, 58, 307-321.
https://doi.org/10.1002/jclp.10020
[21] Ronen, S., & Mikulincer, M. (2012). Predicting Employees’ Satisfaction and Burnout from Managers’ Attachment and Caregiving Orientations. European Journal of Work and Organizational Psy-chology, 21, 828-849.
https://doi.org/10.1080/1359432X.2011.595561
[22] Seo, J.-H., Kim, H.-J., Kim, B.-J., Lee, S.-J., & Bae, H.-O. (2015). Educational and Relational Stressors Associated with Burnout in Korean Medical Students. Psychiatry Investigation, 12, 451-458.
https://doi.org/10.4306/pi.2015.12.4.451