The Investigation Of Boredom Proneness And Study Of Related Factors In Medical Students

Objective By surveying the boredom proneness in medical students, in orderto explore that boredom proneness affect medical students’mental health, toinvestigate the relationship between medical students’boredom proneness, coreself-evaluation, learning motivation and social support.Finally, we canprovide a theoretical basis for medical students’boredom.Methods Using stratified cluster sampling method, select random sample of1,667students in Ningxia medical schools conducted a questionnairesurvey.There are four questionnaires, Boredom Proneness Scale for CollegeStudents(C-BPQ), SCL-90, Core Self-evaluation Questionnaire, LearningMotivation Scale for College Students and Social Support Scale.T-test, ANOVAwere used to analyze differences in different conditions of boredomproneness;pearson correlation analysis, linear regressions were used to analyzethe relationships among boredom proneness, mental health, core self-evaluation,learning motivation and social support.Results Medical students’ boredom proneness have statistically significantdifferences between gender, grade and the professional satisfaction (P<0.05).There were significant differences of high and low boredom proneness groups inmental health, core self-evaluation, learning motivation and social support.Thereare positive correlation between boredom proneness total score and SCL-90totalscore(P＜0.001).Loneliness, constraint, self-control, monotony and strain can becombined forecast mental health’ variance35.2%;There are negative correlation between boredom proneness total score, core self-evaluation score, learningmotivation total score and social support total score(P＜0.05).Core self-evaluation,utilization of support, the ability to pursue and subjective support can becombined forecast boredom proneness’ variance47.5%.Core self-evaluation play amediating role between learning motivation and boredom proneness, and theproportion of the total effect of the mediating effect is59.4%.Social support play amoderator role between boredom proneness and mental health.The lower the socialsupport score, with boredom proneness score increasing, SCL-90score alsoincreased.When M=5.064, the boredom proneness negative effect to mentalhealth were disappeared.Conclusion1.The different gender, grade and professional satisfaction, thedifferent boredom proneness in medical students.2.There are close relationshipbetween boredom proneness and mental health. The higher boredom proneness, theworse mental health.Loneliness, constraint, self-control, monotony and strain areimportant factors of medical students’mental health.3.If a studentvare more lackof motivation, lower self-esteem and fewer social support, he is more likely toexperience boredom. Core self-evaluation, utilization of support, the ability topursue and subjective support are important factors of medical students’ boredomproneness.4.Motivation to learn affect medical students’ boredom proneness,through an intermediary variable-core of self-evaluation partly.5.The relationshipbetween boredom proneness and mental health in medical students is affected bystudents’ perceptions of social support.The student who likes to interact withothers, less social support will greatly affect his mental health. The student whomore likes to be alone, less social support affect his mental health lighter.