Research On The Relationship Among Professional Commitment,Academic Self-efficacy And Learning Burnout Of Rural Directional Medical Students

Objective: To explore the current situation and influencing factors of students' weariness of study in targeted rural medical students,and analyze the relationships among professional commitment,self-efficacy and weariness of study.Further to explore the mediating role of professional commitment on self-efficacy and weariness of study,and propose effective intervention measures to alleviate and reduce boredom.Methods: A total of 287 directional medical students were investigated using the self-composed questionnaires from grade 1 to grade 5 in Bengbu Medical College.The questionnaire were completed by students independently,and the investigators were responsible for on-site guidance,questionnaire verification and questionnaire collection.The context of questionnaire including general statistical variables,college students' professional commitment scale,college students' learning self-efficacy scale,college students' learning burnout scale,and so on.The database was established using EpiData 3.1 software,and the double-input consistency test was conducted to ensure the accuracy of data in the database.IBM SPSS 22.0 software was used for statistical analysis of all data,and the statistical methods including descriptive analyses,t test,analysis of variance,Pearson correlation analysis,multiple linear regression analysis,etc.The procedure and method of mediating effect test proposed by Wen Zhonglin was used to to explore the direct and indirect relationships between professional commitment,self-efficacy and learning burnout.Results: 287 questionnaires were distributed in this survey,266 of which were valid,with an effective rate of 92.68 %.136(51.1%)of them were male.There were 72(27.1%)freshmen,46(17.3%)sophomores,45(16.9%)juniors,48(18.0%)seniors and 55(20.7%)seniors.The details are as follows:1.The average total score of learning burnout of directional medical students is 2.88±0.52 points,and the scores of three dimensions are 3.07±0.65 points for misconduct,2.81±0.62 points for sense of accomplishment and 2.77±0.64 points for depression.The average score of professional commitment of directional medical students is 3.21±0.78 points,and the average score of each dimension from high to low is 3.28±0.97 points for normative commitment,3.21±0.68 points for emotional commitment,3.17±1.10 points for continuing commitment and 3.17±0.85 points for ideal commitment.The average score of self-efficacy of directional medical students was 3.21±0.55 points,of which the highest score was 3.29±0.57 points for learning ability,followed by 3.14±0.62 points for learning behavior.2.The results of comparison of learning burnout scores between different groups showed that the average score of boys' learning burnout was higher than that of girls'(t=4.698,P<0.01).The learning burnout score of rural students was higher than that of urban students,and the difference was statistically significant(t=-5.154,P<0.01).The scores of learning burnout among different grades were significantly different with the highest scores in the junior students(3.11±0.49 points).Because of family financial difficulties,parents' wishes,employment security and college entrance examination scores,the scores of students who chose to be trained in a targeted way were higher than those who wanted to work in primary health care,and the difference was statistically significant(F=7.780,P<0.01).3.Pearson correlation analysis showed that there was a negative correlation between learning self-efficacy and learning burnout(r=-0.658,p< 0.01),and there was also a negative correlation between learning self-efficacy and learning burnout and its dimensions(r=-0.342~--0.696).There was a negative correlation between professional commitment and learning burnout(r=-0.812,p<0.01),and there was also a negative correlation between all dimensions of professional commitment and learning burnout(r=-0.490~--0.744).There was a positive correlation between learning self-efficacy and professional commitment(r=0.682,p<0.01),and there was a positive correlation between all dimensions of learning self-efficacy and professional commitment and their dimensions(r=0.462~0.709)4.Multiple linear regression analysis showed that self-efficacy(B=-0.202,P<0.01)and professional commitment(B=-0.408,P<0.01)were the main factors affecting learning burnout after adjusting for grades,gender,and birth place.5.The results of the mediating effect analysis show that the direct effect of college students' self-efficacy on learning burnout is-0.211,which can directly affect learning burnout;at the same time,it can also indirectly affect learning burnout through professional commitment with an indirect effect of-0.401.Professional commitment plays a partial mediating role in the relationship between self-efficacy and learning burnout,and the mediating effect accounts for 65.52% of the total effect.Conclusion: This study found that there was a close relationship between professional commitment,learning self-efficacy and learning burnout.We verified the correctness of our hypothesis that self-efficacy has a direct impact on learning burnout,and professional commitment plays an important mediating role in the relationship between self-efficacy and learning burnout,and this mediating role occupies a dominant position.The results of this study may provide supports for the learning of education of targeted medical students.