摘要目的 了解医学生学习倦怠现状与专业承诺、社会支持的关系.方法 采用大学生学习倦怠量表、大学生专业承诺量表和领悟社会支持量表对610名医学本科生进行调查研究.结果 ①在总体上,医学生的学习倦怠指数为(2.84±0.49)分;在性别上,男生的情绪低落、行为不当[分别为(2.83±0.65)分,(3.08±0.61)分]高于女生[分别为(2.70±0.63)分,(2.96±0.60)分],差异具有显著性( P <0.05);在年级上,不同年级医学生在学习倦怠上差异有显著性( F =4.244,P <0.01);在专业上无统计学差异无显著性.②学习倦怠与专业承诺、社会支持均呈显著负相关( P <0.01).③多元回归分析表明,情感承诺、家庭支持变量对医学生学习倦怠有显著的预测作用( P <0.01).结论 医学生存在一定程度的学习倦怠,医学生学习倦怠与专业承诺、社会支持密切相关.

abstractsObjective To acquaint the condition of learning burnout of medical students and to explore the relationship of learning burnout with professional commitment and social support. Methods 610 medical students were evaluated with Learning Burnout Scale, professional commitment scale and social support scale. Results ①In general, learning burnout index of medical students was 2.84±0.49; in terms of gender difference, male students [(2.83±0.65) and (3.08±0.61)] were higher than females[(2.70±0.63) and (2.96±0.60)] at the level of emotional turndown and behavioral unsuitableness, the difference was statistically significant( P <0.05); in terms of grades, medical students'learning burnout of different grades was significant( F =4.244,P <0.01); there was no difference in profession. ②Learning burnout was significantly negative correlation with professional commitment and social support( P <0.01). ③Multiple regression analysis showed that affective commitment and family support had significant predications on learning burnout of medical students( P <0.01). Conclusion Medical students'learning burnout level is comparatively high, learning burnout closely relates to professional commitment and social support.