皮格马利翁效应干预下提升“学业倦怠”医学生学业自我效能感的路径探索

A Study on the Path to Enhance the Academic Self-Efficacy of Medical Students with “Academic Burnout” under the Intervention of Pygmalion Effect

摘要: 目的：探索改善学业倦怠医学生学业自我效能感的路径办法。方法：选取某医学院校143名具有学业倦怠的医学生作为研究对象。采用问卷调查法，预设皮格马利翁效应在有效提升学业倦怠医学生学业自我效能感的四个途径：正强化、替代性强化、情绪唤起、支持性氛围。应用SPSS16.0检测皮格马利翁效应干预和学业自我效能感的相关程度。结果：皮尔逊相关分析显示，皮格马利翁效应的干预与学业自我效能感之间呈高度正相关关系(r = 0.790, p < 0.01)；正强化、替代性强化、情绪唤起、支持性氛围的均值均大于3。结论：皮格马利翁效应干预可有效提升“学业倦怠”医学生的学业自我效能感，具体可从正强化、替代性强化、情绪唤起、支持性氛围四条途径落实于课堂实际。

Abstract: Objective: Explore the ways to improve the academic self-efficacy of medical students with academic burnout. Methods: A total of 143 medical students with academic burnout from a medical school were selected as the research subjects. A questionnaire survey method was used, and it was assumed that the Pygmalion effect could effectively enhance the academic self-efficacy of medical students with academic burnout through four ways: positive reinforcement, vicarious reinforcement, emotional arousal, and supportive atmosphere. SPSS16.0 was used to test the correlation between the Pygmalion effect intervention and academic self-efficacy. Results: Pearson correlation analysis showed that there was a high positive correlation between the Pygmalion effect intervention and academic self-efficacy (r = 0.790, p < 0.01). The means of positive reinforcement, vicarious reinforcement, emotional arousal, and supportive atmosphere were all bigger than 3. Conclusions: Pygmalion effect intervention can improve the academic self-efficacy of medical students with academic burnout, and it can be implemented in the classroom through four ways: positive reinforcement, vicarious reinforcement, emotional arousal, and supportive atmosphere.