Impact of Professional Identity and Learning Burnout in College Students Majored in Rehabilitation Therapy / 中国康复理论与实践

ABSTRACT

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.