辽宁医学院学报（社会科学版）
遼寧醫學院學報（社會科學版）
료녕의학원학보（사회과학판）
Journal of Liaoning Medical University (Social Science Edition)
2015年
4期
34-37
,共4页
医学生%学习倦怠%现状%影响因素
醫學生%學習倦怠%現狀%影響因素
의학생%학습권태%현상%영향인소
medical students%learning languor%status%influencing factors
目的:研究与分析医学生学习倦怠的状况与影响因素.方法:采用《大学生学习倦怠问卷》和《大学生学习倦怠成因问卷》对蚌埠医学院600名五年制医学生进行抽样调查.结果:医学生学习存在一定程度的学习倦怠,存在学习倦怠的人数比例为37.3%;学习倦怠占比男生高于女生(p<0.05);学习倦怠占比精神医学专业高于临床医学专业(p<0.05);性别、专业、学习成绩以及自身因素、学校因素、专业因素、自我效能感、学业压力、社会因素与学习倦怠及行为不当、情绪低落有显著相关性;专业因素、自身因素、学业压力进入以倦怠总分为因变量的回归方程,自身因素、专业因素进入以行为不当为因变量的回归方程,专业因素、自身因素进入以情绪低落为因变量的回归方程.结论:医学生学习倦怠程度总体接近中等水平,不同性别和专业存在显著差异,专业因素、自身因素和学业压力是医学生学习倦怠的主要影响因素.
目的:研究與分析醫學生學習倦怠的狀況與影響因素.方法:採用《大學生學習倦怠問捲》和《大學生學習倦怠成因問捲》對蚌埠醫學院600名五年製醫學生進行抽樣調查.結果:醫學生學習存在一定程度的學習倦怠,存在學習倦怠的人數比例為37.3%;學習倦怠佔比男生高于女生(p<0.05);學習倦怠佔比精神醫學專業高于臨床醫學專業(p<0.05);性彆、專業、學習成績以及自身因素、學校因素、專業因素、自我效能感、學業壓力、社會因素與學習倦怠及行為不噹、情緒低落有顯著相關性;專業因素、自身因素、學業壓力進入以倦怠總分為因變量的迴歸方程,自身因素、專業因素進入以行為不噹為因變量的迴歸方程,專業因素、自身因素進入以情緒低落為因變量的迴歸方程.結論:醫學生學習倦怠程度總體接近中等水平,不同性彆和專業存在顯著差異,專業因素、自身因素和學業壓力是醫學生學習倦怠的主要影響因素.
목적:연구여분석의학생학습권태적상황여영향인소.방법:채용《대학생학습권태문권》화《대학생학습권태성인문권》대방부의학원600명오년제의학생진행추양조사.결과:의학생학습존재일정정도적학습권태,존재학습권태적인수비례위37.3%;학습권태점비남생고우녀생(p<0.05);학습권태점비정신의학전업고우림상의학전업(p<0.05);성별、전업、학습성적이급자신인소、학교인소、전업인소、자아효능감、학업압력、사회인소여학습권태급행위불당、정서저락유현저상관성;전업인소、자신인소、학업압력진입이권태총분위인변량적회귀방정,자신인소、전업인소진입이행위불당위인변량적회귀방정,전업인소、자신인소진입이정서저락위인변량적회귀방정.결론:의학생학습권태정도총체접근중등수평,불동성별화전업존재현저차이,전업인소、자신인소화학업압력시의학생학습권태적주요영향인소.
Aim: Study and analyze the status and the reason of students' learning languor. Method:Sampling survey is conducted by using Questionnaire of Students' Languor and Questionnaire of Causes of College Students' Languor among 600 5-year Medical Students in Bengbu Medical College. Results: Learning languor exists among medical students to some extent, and reaches 37.3%. Male has higher languor in learning than female (p<0.05). Psychiatry major students have higher score than clinical medicine major with p<0.05. Gender, major, academic performance, personal factor, school, major, self-efficacy, academic pressure, social factor are significantly correlated with learning languor, misbehavior and depressing emotion. Major factor, personal factor, and academic pressure enter the regression equation where the sum of languor is dependent variable. Personal factor and major enter the regression equation where dependent variable is misbehavior. Major and personal factors enter the regression equation where depressing emotion is dependent variable. Conclusion:Medical students' learning languor generally approaches middle level. Significant difference exists in gender and major. Major and personal factor and learning pressure serve as the major influencing factors in medical students' learning languor.
