The Relationship Between The Attribution Of Secondary Nursing Students And Learning Burnout: The Intermediary Role Of Professional Identity

Objective: Through investigation and analysis,understanding about the nursing professional identity,attribution style,learning burnout and the relationship of nursing students in secondary vocational school.The differences of professional identity,attribution style and learning burnout among nursing students in three grades of secondary vocational school were compared to understand the current situation of learning burnout of nursing students in secondary vocational school and explore the influence mode between them.Hope to provide a new reference angle for the school to reduce students' learning burnout.And on this basis for the reform of the current nursing education in China to provide theoretical basis and reference.Methods: This study adopted a questionnaire survey method,using the <Nursing students professional identity questionnaire>,<Attribution style questionnaire(MMCSS)> and <Middle School Student Learning Burnout questionnaire(HSSB)> as test materails,316 nursing students were investigated by stratified cluster sampling.The data were analyzed by SPSS17.0 software.Results:(1)There was no difference in attribution style among vocational nursing students in different grades,but there was no difference in successful external attribution.There is grade difference in internal attribution of failure.(2)Professional identity of secondary vocational nursing students is at a higher level,and the margin of difference in different grades is significant;In professional cognition,there is grade difference in professional value factor.(3)The total score of learning burnout and its factors are significantly different in different grades,and the scores of grade one and grade three are significantly lower than those of grade two.Overall,the secondary vocational nursing students without learning burnout,87%,of mild learning burnout,12.7%,severe learning burnout rate of 0.3%.However,there is a significant negative correlation between professional identity and learning burnout.(4)There is a significant negative correlation between professional identity and attribution style,and a significant positive correlation between attribution style and learning burnout.(5)After adding variable professional identity,attribution style still has a positive correlation with learning burnout.This indicates that professional identity plays an intermediary role between attribution style and learning burnout.Conclusion: Secondary vocational nursing students are less prone to learning burnout.However,there is a high level of learning burnout in the factor of low learning efficacy,and there are significant differences in grade.There is a significant correlation among the attribution style,professional identity and learning burnout of vocational school nursing students.Professional identity plays an intermediary role in the relationship between attribution style and learning burnout.Attribution style has a direct impact on learning burnout,that is,attribution style is more inclined to internal attribution.The degree of learning burnout is lower.Attribution style also indirectly affects learning burnout through professional identity,that is,the more students' attribution tends to internal attribution,the higher professional identity,the lower the degree of learning burnout.