《中国康复理论与实践》

《中国康复理论与实践》

• 康复教育 • 上一篇    下一篇

专业认同对康复治疗专业本科生学习倦怠的影响①

王剑雄，汪丽，刘曦   

  1. 泸州医学院附属医院，四川泸州市646000。
  • 出版日期:2016-03-25 发布日期:2016-06-01

Impact of Professional Identity and Learning Burnout in College Students Majored in Rehabilitation Therapy

WANG Jian-xiong, WANG Li, LIU Xi   

  1. Affiliated Hospital of Luzhou Medical College, Luzhou, Sichuan 646000, China
  • Published:2016-03-25 Online:2016-06-01

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摘要： 目的了解康复治疗本科生的专业认同与学习倦怠的现状，并探讨专业认同与学习倦怠的关系。方法2014 年10~11月，采用大学生专业认同量表、大学生学习倦怠量表对二、三年级康复治疗本科生进行问卷调查。结果共发放问卷127 份，回收有效问卷119 份。康复治疗本科生专业认同分平均(3.36±0.55)，认知因子、情感因子、行为因子、适切因子分平均(3.66±0.77)、(3.25±0.60)、(3.23±0.71)、(3.36±0.61)。学习倦怠分平均(2.90±0.46)，情绪低落、行为不当、成就感低平均(2.87±0.70)、(3.10±0.60)、(2.77±0.52)。专业认同与学习倦怠呈明显负相关(r=-0.271, P<0.01)，部分专业认同因子与学习倦怠因子存在负相关(P<0.05)。结论康复治疗专业本科生总体上专业认同感中等，存在中等程度学习倦怠。专业认同与学习倦怠可能相互影响。

关键词: 专业认同, 学习倦怠, 康复治疗, 本科生

Abstract: Objective To investigate the condition of the professional identity and learning burnout in the college students majored in rehabilitation therapy, and discuss the correlation between them. Methods From October to November, 2014, students of grades 2 and 3 majored in rehabilitation therapy were investigated with the professional identity questionnaire and the learning burnout questionnaire. Results A total of 127 questionnaires were sent out, and 119 returned. The score of professional identity was (3.36±0.55), with the factors score of the cognition, emotion, behavior, appropriateness as (3.66±0.77), (3.25±0.60), (3.23±0.71), and (3.36±0.61), respectively. The score of learning burnout was (2.90±0.46), the score of factors of low spirits, improper behavior and low achievement as (2.87±0.70), (3.10±0.60), (2.77± 0.52), respectively. There was negative correlation between score of professional identity and learning burnout (r=-0.271, P<0.01), as well as between some factors of the identity and the learning burnout (P<0.05). Conclusion The professional identity and learning burnout are in the middle level in students majored in rehabilitation therapy, which may interact each other.

Key words: professional identity, learning burnout, rehabilitation therapy, college students