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Objective:To investigate the effect of rumination on learning burnout of nursing undergraduate students and the mediating role of psychological capital between rumination and learning burnout of nursing undergraduate students.Methods:A total of 296 undergraduate nursing students from three medical colleges were assessed by using ruminative responses scale, learning burnout questionnaire and psychological capital scale. SPSS 20.0 was used for t-test. Pearson correlation was to analyze the relationship among psychological capital, learning burnout and ruminative thinking. AMOS 20.0 was used to construct and analyze the mediating model of psychological capital and its mediating effect was tested by Bootstrap method. Results:The average score of rumination of nursing undergraduate students was 46.60±11.40, learning burnout score was 56.18±11.25, and psychological capital scale score was 99.93±15.27. There was a significant difference among the rumination, psychological capital, and learning burnout scores in whether there was curriculum failure ( P < 0.05). The total score of rumination was positively related to the total score of learning burnout ( r = 0.39, P < 0.01), and was negatively related to the total score of psychological capital ( r = -0.53, P < 0.01). The total score of rumination was negatively related to the total score of psychological capital ( r = -0.46, P < 0.01). The psychological capital played a partial mediating role between rumination and learning burnout. The mediating effect value was 0.216, accounting for 61.521% of the total variation. Conclusion:The rumination can both directly affect the learning burnout of nursing undergraduate students and indirectly affect the learning burnout through psychological capital. Psychological capital plays a bridge role in improving rumination related to learning burnout.
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Objective To explore the effect of learning burnout on subjective well-being of military medical university students and the mediating role of psychological capital. Methods The learning burnout questionnaire, well-being scale and psychological capital scale were used to survey 796 military medical university students. The correlation of subjective well-being and psychological capital with learning bornout was analyzed. A intermediary function equation was established and the mediating effect of psychological capital was tested. Results The subjective well-being score of military medical university students was 4.42±0.77, psychological capital scale score was 4.48±0.67, and learning burnout score was 2.45±0.69. The subjective well-being, psychological capital and learning burnout scores were different among different grades, the subjective well-being scale and psychological capital scale scores of freshmen were significantly higher, and the learning burnout score was significantly lower than those of the junior students (tsubjective well-being=12.45, P<0.01; tpsychological capital=6.01, P<0.01; and tlearning burnout=-13.96, P<0.01). The learning burnout was negatively related to the subjective well-being and the psychological capital (r=-0.539, P<0.01, and r=-0.721, P<0.01). The psychological capital was positively related to the subjective well-being (r=0.596, P<0.01). The psychological capital had a partial mediating effect between learning burnout and subjective well-being, and the proportion of the mediating effect of total effect was 57.90%. Conclusion The subjective well-being not only can directly predict learning burnout of the students in military medical universities, but also indirectly predict the learning burnout through psychological capital. Improving subjective well-being of military medical university students is helpful for alleviating the learning burnout, and the mediating role of psychological capital should be emphasized at the same time.
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Objective To investigate the mediating role of positive psychological capital on the relationship between professional identity and learning burnout in higher vocational nursing students.Methods Using professional identity questionnaires,positive psychological capital questionnaires and college students' learning burnout scales to survey 627 nursing students in higher vocational colleges in a certain area.Results There was no significant difference in gender of nursing students' professional identity (t =0.432,P＞0.05).But the behavioral factors in female students were significantly higher than those in male students ((3.36±0.69) vs (3.20±0.76),t=-2.411,P＜0.05).And in different grade the behavioral factor had a significant difference too(F=9.490,P＜0.01).Obviously,there was negative correlation between positive psychological capital and learning burnout (r=-0.533,P＜0.01),and positive correlation between professional identity and active psychological capital in vocational nursing students (r=0.474,P＜0.01),and negative correlation with learning burnout (r=-0.540,P＜0.01).Positive psychological capital plays partially mediating role in professional identity and learning burnout (β =-0.17,ab/c =O.46,95％ CI =-O.23 ～-0.13).Conclusion Positive psychological capital and professional identity have important predictive effects on learning burnout in higher vocational nursing students.Positive psychological capital plays partially mediating role in professional identity and learning burnout.
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Objective To understand the present internet addition of Chinese college students and to explore the relationship between the types of internet addition and learning burnout,and to provide reference and theoretical basis for domestic research on internet addition.Methods Two-stage stratified sampling was used to select 1 485 students in Grade one to Grade three from seven colleges and universities in Henan province including Xinxiang Medical University,Sanquan College of Xinxiang Medical University,Xinxiang University,Henan Institute of Science and Technology,Henan Normal University,Henan University of Technology,Engineering College of Zhengzhou University.The university students questionnaire of internet addiction types and the leaning burnout scale were used and the results were analyzed.The students with internet addiction were divided into high score group and low score group according to result of questionnaire of intemet addiction types,and the difference of learning burnout between them was analyzed.Results In the types of internet addiction,the leaning burnout scores and the score of each dimensional scores in the high score group were significantly higher than those in the low score group (P ＜ 0.01).The network game addiction scores was positively related to depression,misconduct and learning burnout(P ＜ 0.05,P ＜ 0.01);questionnaire of network information scores and depression had positive correlation (P ＜ 0.05).Conclusion The tendency of network information addiction is higher,the manifestation of depression is more obvious.The more obvious tendency of network information addiction,network relationship addiction,network information addition,which more easily leads to learning burnout.
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Objective To have a better understanding of the effort-reward imbalance for learning and learning burnout of high school students and their relationship. Methods A sample of 420 high school students was selected by stratified random sampling. Scales were used to study the effort-reward imbalance for learning and learning burnout and multiple linear regression analysis was used to study their relationship. Results A total of 387 high school students were actually investigated and 42.38% of which had effort-reward imbalance for learning. There were no significant differences in the rates of effort-reward imbalance for learning between students of different grades and between students of different homeplaces (P>0.05) . Female students had higher level of excessive input than males (P<0.05) . The average score of learning burnout was 56.93±13.22. There were no statistically significant differences in the scores of learning burnout between students of different genders and between students of different homeplaces (P>0.05) . The students who had effort-reward imbalance for learning scored higher in learning burnout than that who did not (P<0.05) . Senior Three students scored higher in learning burnout than Senior Two and One students (P<0.05) . The multiple linear regression analysis showed that learning reward and excessive input was both negatively correlated with learning burnout (all P<0.05) . Conclusion The high school students in Lishui City generally had the effort-reward imbalance for learning and learning burnout. learning reward and excessive input have effects on learning burnout.
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Objective To investigate the condition of the professional identity and learning burnout in the college students majored in re-habilitation therapy, and discuss the correlation between them. Methods From October to November, 2014, students of grades 2 and 3 ma-jored 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 learn-ing 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.
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OBJECTIVE: To investigate the current status of the medical college students ' sleep quality and learning burnout. METHODS: By stratified cluster sampling method,a total of 771 college students from a medical university in Xinjiang were selected in this study. The Pittsburgh Sleep Quality Index( PSQI) scale and the College Students' Learning Burnout Survey scale were used to carry out the questionnaire survey. RESULTS: There were 146( 18. 9%) students found to have sleeping quality problems; 344( 44. 6%) students having learning burnout. The dimension scores of sleeping quality,sleep time,sleep disorder,daytime dysfunction and total score of PSQI in the students with learning burnout were higher than those of the students without learning burnout( P < 0. 01); the partial correlation analysis showed that the PSQI scores of medical college students were positively correlated with bad emotion,misbehavior,low sense of achievement and learning burnout total score( the partial correlation coefficients were 0. 266,0. 179,0. 091 and 0. 242,P < 0. 05).CONCLUSION: Medical college students have poor sleep quality and their learning burnout status are quite serious. There is a certain degree positively correlated between sleep quality and learning burnout in medical college students.
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Objective To explore the relationship between life events,efficacy of self learning and learning burnout of Left-behind middle school Students.Methods 526 left-behind middle school students and 860 non -left-behind students were tested by means of scales of life events,academic self-efficacy and learning burnout.Results The degree of interpersonal relationship,learning pressure,health adaptation,life events,self-efficacy of learning ability,learning behaviors,and learning,sense of alienation between teacher and students,physiological depletion,and learning burnout of left-behind middle school students were lower than non left-behind students,and were statistically significant.The interpersonal relationship(r=0.270,P＜0.001),learning pressure(r=0.289,P＜ 0.001),being punished(r=0.242,P＜0.001),health adaptation(r=0.301,P＜0.001) and others (r=0.322,P＜ 0.001) were positively related to learning burnout.Self-efficacy of learning ability(r=-0.334,P＜0.01) and learning behaviors(r=-0.157,P＜0.001) were significantly and negatively related.Interpersonal relationship (r=-0.092,P＜0.05),learning pressure (r=-0.123,P＜0.01),being punished (r=-0.178,P＜0.001) and others (r=-0.254,P＜ 0.001) were negatively related to self-efficacy of learning ability.Being punished (r=-0.109,P＜ 0.05)and others(r=-0.209,P＜0.001) were significantly and negatively related to self-efficacy of learning behaviors.Self-efficacy,health adaptation,learning pressure,self-efficacy of learning behavior and others all entered the regression equation.Path analysis showed that there were five paths that have significant influences on learning burnout.Conclusion The levels of response to emergency of life events and enhance the academic self-efficacy of leftbehind students can be improved to reduce and prevent learning burnout.
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Objective:To explore the predictive role of learning burnout on positive and negative mental in college students.Methods:By convenience sampling method,786 college students were selected.They were as-sessed with the Learning Burnout Scale of Undergraduates (LBUS;including three factors:dejection,improper be-havior and reduced personal accomplishment)to investigate the learning burnout,the Mental Health Continuum Short Form (adult version)(MHC-SF;reflecting positive mental health states:languishing,moderately mentally healthy and flourishing)to investigate positive mental health,and the General Health Questionnaire-28 (GHQ-28;dividing negative mental health levels:pathological one or not)to investigate negative mental health.Results:The total scores and three factors scores of LBUS were negatively correlated with MHC-SF scores (r = -0.48 --0.14,Ps <0.01).The total scores and sub-scores of dejection and improper behavior were positively correlated with GHQ-28 scores (r =0.14 -0.41,Ps <0.01 ).The results of discriminate analysis showed that the learning burnout could predict the positive mental health,the correct prediction rates of three mental health symptoms,lan- guishing,moderately mentally healthy and flourishing were 63.2%,51.2%,and 64.1%,respectively.The total forecast was at a rate of 56.4%,and three factors of learning burnout had the contribution to predict positive psy-chological health.Logistic regression analysis showed that learning burnout of undergraduates could positively pre-dict negative psychological health,the pathological and non-pathological rate of correct prediction were 67.5% and 55.9%,and the total correct prediction rate was 62.0%.Depression could positively predict negative mental health (OR =1.11).Conclusion:Learning burnout could effectively predict both positive and negative mental health in college students.
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Objective To explore the impact and prediction of social support, life stress, coping style on learning burnout in middle school students.Methods A total of 306 middle school students were investigated with adolescent student burnout inventory, middle shool psychological stressors questionnaires, social support rating scale for juveniles and simplified coping style questionnaire.Results The scores of learning burnout were 44.30±8.45.The moderate learning burnout accounted for 31.9％.There were no differences between social support,life stress,coping style(P＞0.05).There were significant differences in social support ((46.57± 12.50) vs (50.03 ± 10.63))between male and female(t=-2.536, P＜0.05).There was positive correlation between learning burnout and life stress and negative coping style(r=0.146-0.301, P＜0.05) ,and negative correlation between learning burnout and social support and positive coping style (r=-0.301--0.231, P＜0.01).The learning stress (β=0.435), teacher stress (β=0.157), support availability (β=-0.204), negative coping style (β=2.668) were the mainly influencing factors of learning burnout in middle school students ,which can predict 26.4％ variation of learning burnout in middle school students.Conclusion Learning stress, teacher stress, support availability, negative coping style are the mainly influencing factors of learning burnout in middle school students.
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Objective To explore learning burnout psychology and professional identity of nursing students studying at the traditional Chinese medicine college.Methods 200 students were surveyed by learning burnout and professional commitment scale.Results Learning burnout level of nursing students was higher,depression scores were the highest in four dimensions.Professional commitment kept within medium level.The professional identity was low.The inheritance commitment score was the lowest in each dimension analysis.Conclusions Schools and teachers should take corresponding measures to improve professional commitment level,so as to reduce learning burnout level and ensure long-term stable development of nursing profession.
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Objective To investigate the rural medical orientation undergraduate student's professional commitment,time management disposition and learning burnout and the relationship between them. Methods Use the college students' learning Burnout scale,adolescence time management disposition Questionnaire and College Students'professional commitment scale,survey of Xinxiang Medical University grade 2010 ~2012,739 valid ques?tionnaires,the questionnaire has 92. 61% efficiency. Results Three scores were normally distribution. Learning burnout was the medium level,the average score of each entry was 2.88±0.45,and moderate and above level learn?ing burnout ratio was 45.06%. The average score of time management disposition was 3.45±0.43. Professional com?mitment level was higher,the average score was 3.82±0.43 for each item. Affective commitment,ideal commitment, the sense of time efficacy and the sense of time control have entered on the learning burnout of the stepwise regres?sion equation,and four variables together explained 44.0% of the variance in the dependent variable. Time manage?ment disposition,the professional commitment and learning burnout were negatively correlated, but between time management disposition and professional commitment is positively related, professional commitment, the variance explained by variables of learning burnout was 30.12%. Conclusion The rural medical orientation of undergradu?ate students time management disposition are important factors of learning burnout,which has the forecast function to the learning burnout. Professional commitment is part of the intermediary variables.
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Objective To explore the relationship among professional commitment, learning burnout and academic self-efficacy of undergraduate nursing students. Methods 506 undergraduate nursing students were investigated with the three Questionnaires of college students: professional commitment questionnaire, learning burnout inventory and academic self-efficacy scale. Results The scores of affective commitment, ideal commitment, normative commitment and continued commitment of the undergraduate nursing students were (28.229 ± 5.327), (20.348 ±4. 507), (19. 405 ± 3. 730), (18. 148 ± 2. 954) and( 86. 130 ± 13. 421), respectively. And the scores of depression, misconduct, low sense of accomplishment, total bumrnut of the undergraduate nursing students were(21.733 ±5.338), (18.459 ±3. 918) , (17.083 ±3. 596)and(57. 275 ±9. 766) , respectively. As well as the scores of learning ability of self-efficacy, learning behavior of self-efficacy and total self-efficacy were(35.765 ±5.835), (35.247 ±4.840)and (71.012 ±9.659), respectively. The affective commitment,ideal commitment and normative commitment of professional commitment were negatively correlated with the dimensions of learning bumout. And the continued commitment was significant correlated with the low sense of accomplishment. Otherwise, the dimensions of professional commitment were positive correlated with the dimensions of academic self-efficacy. However, the dimensions of academic self-efficacy were significant negative correlated with the dimensions of learning burnout (P＜ 0. 01). Conclusions The professional commitment, learning bumout of undergraduate nursing students are closely related with the academic self-efficacy of undergraduate nursing students. The higher the levels of professional commitment and academic self-efficacy are, the lower the level of learning bumout is.
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Objective 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.
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Objective To explore conduct disorder tendency and it's influence factors on secondary school students. Methods 669 students of grade 1 in Dezhou Vocational and Technical College were investigated by Conduct Disorder Tendency Questionnaire, Revised Version of MBI-SS and SRHMS Version1.0. Results The secondary vocational school students' scores on violation tendency, addiction tendency and aggression tendency were 11.51±4.08,5.90±2.68 and 6.68±2.63,and were significant different from vocational college students or high school students(addiction tendency:F(2, 1578)=7.48,P =0.001;aggression tendency:F(2, 1579)=24.40,P <0.001). There existed great capable difference of conduct disorder according to genders ( t(643)>3.85,P <0.001).Conduct disorder tendency of secondary vocational students' was positive correlated with their learning burnout (Pearson correlation coefficient was between 0.16 and 0.52 for each pair), but negative correlated with mental health(Pearson correlation coefficient was between -0.13 and -0.27 for each pair). The linear regression showed that some dimensions of learning burnout and self-rated mental health predicted students' conduct disorder tendency. Conclusion Conduct disorder tendency of secondary vocational students is affected by their learning burnout and mental health.
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Objective:To investigate learning burnout of undergraduates and its relationship with health-related hardiness.Methods:408 undergraduates were investigated with Undergraduate Learning Burnout Scale and Health-Related Hardiness Scale.Results:Boys scores were significantly higher than those of girls in behavior inadequacy, reduced personal accomplishment and general burnout;significant differences were found between grades in emotion turndown and majors in emotion turndown, reduced personal accomplishment and general burnout.Health-related hardiness has a sig-nificant negative correlation with learning burnout.The results of regression analysis found that control and commitment were the effective precursors.Conclusion:Health-related hardiness has a significant influence on undergraduates' learning burnout.
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Objective: To build a relationship model of perceived academic self-efficacy, learning stress, and learning burnout of high school students. Methods: 674 high school students were surveyed with Learning Stress Scale of High School Students, The Perceived Academic Self -efficacy Scale, Scale of Learning Burnout of High School Students. Results: Learning stress had a direct effect on a low level of learning efficacy, perceived alienation to teacher and physical exhaustion (The direct effect value were -0.22,0.12,0.27). At the same time, perceived basic ability and perceived control partially mediated the impact of learning stress on the low level of learning efficacy, perceived alienation to teacher and physical exhaustion (the mediated effect value were -0.155 and-0.264, 0.066 and 0.299, 0.089 and 0.233). Perceived basic ability and perceived control fully mediated the relationship between learning stress and emotional exhaustion (the mediated effect value were 0.033 and 0.387). Conclusion: The students with a higher level of stress reported suffering more learning burnout than those with a lower level of stress, and vice versa.
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Nowadays a large number of domestic researches have shown the degree of learning burnout,the causes,manifestations and the distribution,but there are only one or two cases focusing on empirical research of Group Counseling.In Eriksson's view,the university period is a critical stage to obtain a sense of intimacy and avoid isolation,and the group counseling have great significance in helping students improve the character and get a sense of intimacy.Therefore,based on the literature and interviews,the author use in this study the cognitive-behavioral group therapy to help the students form a new cognitive concepts,behavior and attitude,and improve their self-efficacy.
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Objective:To explore the relationship between college students' online game addiction tendency and learning burnout,and find the differences between online game addicts and other types of addicts.Method:With the Learning Burnout Scale,revised Chinese Internet Addiction Scale's Revision,Questionnaire of Internet Addiction Tendency,and 420 college Students as the subjects,analysis of correlation and stepwise regression analysis were employed to analyze the related factors of learning burnout.Result:There were significant difference in the gender(?2=21.855,P