大学生专业认同与学习倦怠的相关研究

A Study on the Relationship between Professional Identity and Learning Burnout of College Students

摘要: 目的：针对大学生专业认同和学习倦怠现状，增强大学生对专业的认同感，减少学习倦怠等消极现象，根据所采集的数据来分析，揭示影响专业认同、学习倦怠现状的因素，讨论其之间的关联性，以便为学校和教师开展更有针对性的检测，为改革提供依据。方法：依据实际情况对大学生专业认同问卷和大学生学习倦怠量表进行修订，对皖南医学院400余名本科生进行分层随机抽样。结果：第一，在专业认同年级差别比较中，大三的认同感最高(其F值高达10.806)，其次是大四(F值8.919)，远远高于其他两个年级；第二，在专业认同的专业填报选择方式差异比较中，自己填报专业的学生在每个维度的认同度都高于其他两种途径，有明显的差异，因此大学生专业认同感受这两点原因的影响。大学生学习倦怠总发生率为40.8% (123人)，其中轻中度为40.5% (122人)，重度为0.3% (1人)。大学生专业认同和学习倦怠具有突出相关(P < 0.01)且成反比，呈现认同感高，倦怠度就低；在多元回归分析里，行为性和适切性为学习倦怠度的预估指标，行为性对学习倦怠度的影响度最高。

Abstract: Objective: To reflect the status quo of college students’ professional identity and learning burnout, enhance their recognition of professionalism, reduce negative phenomena such as burnout, analyze the data collected, reveal the factors affecting professional identity and learning burnout, and discuss the relationship between them, in order to provide more targeted testing for schools and teachers to provide a basis for reform. Methods: According to the actual situation, the college students’ professional identity questionnaire and the college students’ learning burnout scale were revised. The stratified random sampling of more than 400 undergraduate students in Wannan Medical College was conducted. Results: First, in the comparison of professional recognition grades, juniors have the highest sense of identity (the F value is as high as 10.806), followed by the senior (F value of 8.919), which is much higher than the other two grades. Second, in the comparison of professional identification styles, the self-reported students have higher recognition in each dimension than the other two ways, and there are obvious differences. Therefore, the professional recognition of college students feels the influence of these two reasons. The total incidence of college students’ burnout was 40.8% (123), of which 40.5% (122) were mild to moderate, and 0.3% (1) was severe. College students’ professional identity and learning burnout are significantly correlated (P < 0.01) and inversely proportional, showing a high sense of identity and low burnout; in multiple regression analysis, behavior nature and relevance are predictors of learning burnout, behavior nature has the highest impact on learning burnout.