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  • 胡恒德,张琰,高云涛,朱霞*.军医大学生学业倦怠与主观幸福感的关系及心理资本的中介作用[J].第二军医大学学报,2018,39(11):1284-1287    [点击复制]
  • HU Heng-de,ZHANG Yan,GAO Yun-tao,ZHU Xia*.Relationship of learning burnout and subjective well-being of military medical university students and the mediating role of psychological capital[J].Acad J Sec Mil Med Univ,2018,39(11):1284-1287   [点击复制]
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军医大学生学业倦怠与主观幸福感的关系及心理资本的中介作用
胡恒德,张琰,高云涛,朱霞*
0
(空军军医大学医学心理系军事心理学教研室, 西安 710032
*通信作者)
摘要:
目的 探讨学业倦怠对军医大学生主观幸福感的影响及心理资本的中介作用。方法 采用学业倦怠问卷、幸福感量表、心理资本量表对某军医大学在校学员共796名进行调查,研究军医大学生主观幸福感、心理资本与学业倦怠的关系,并建立中介作用方程,检验心理资本的中介效应。结果 军医大学生主观幸福感平均分为4.42±0.77,心理资本平均分为4.48±0.67,学业倦怠平均分为2.45±0.69,主观幸福感、心理资本与学业倦怠的年级效应显著,大一学员的主观幸福感、心理资本得分高于大三学员(t主观幸福感=12.45,P<0.01;t心理资本=6.01,P<0.01),大一学员的学业倦怠得分低于大三学员(t=-13.96,P<0.01)。学业倦怠与主观幸福感、心理资本均呈负相关(r=-0.539,P<0.01;r=-0.721,P<0.01),心理资本与主观幸福感呈正相关(r=0.596,P<0.01);心理资本在学业倦怠与主观幸福感之间起部分中介作用,中介效应占总效应的比例为57.90%。结论 主观幸福感可以预测军医大学生的学业倦怠,而且可以通过心理资本间接预测学业倦怠。提高军医大学生的主观幸福感有助于缓解学业倦怠,同时应注重心理资本的中介效应。
关键词:  军校学员  学业倦怠  主观幸福感  心理资本
DOI:10.16781/j.0258-879x.2018.11.1284
投稿时间:2018-05-06修订日期:2018-07-06
基金项目:陕西省社会发展科技攻关项目(2016SF-201).
Relationship of learning burnout and subjective well-being of military medical university students and the mediating role of psychological capital
HU Heng-de,ZHANG Yan,GAO Yun-tao,ZHU Xia*
(Department of Military Psychology, Faculty of Medical Psychology, Air Force Military Medical University, Xi'an 710032, Shaanxi, China
*Corresponding author)
Abstract:
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.
Key words:  military university students  learning burnout  subjective well-being  psychological capital