Research On The Influence Of Medical Students' Learning Belief On Learning Burnout

Objective: Taking medical student groups as research objects,the current situation of their learning beliefs and learning burnout is investigated through investigation,and the impact of learning beliefs on learning burnout is provided to provide theoretical references for the education and teaching of medical students in ideology,politics,and humanities;In practice help medical students intervene,correct learning beliefs,and make targeted recommendations to reduce learning burnout,and promote better learning and development for medical students.Methods: Extensive access to relevant literature on learning beliefs and learning burnout,to understand its development status and research status,to provide theoretical support and theoretical basis for this research.The questionnaire was used as a survey tool(the questionnaire was divided into three parts: basic personal information part,learning belief part,and learning burnout part),and a convenient sampling method was used to survey the Medical University.The actual questionnaire was issued 689 628 valid questionnaires were retrieved.Use Excel 2010 to establish a questionnaire database,and use SPSS 25.0 statistical software for data analysis;use the descriptive analysis of the personal basic information,learning beliefs,and learning burnout status of the research subjects,and perform variance analysis on different characteristics of learning burnout and its various dimensions or t test analysis,using correlation analysis,stepwise linear regression to explore the effect of learning beliefs on learning burnout,of which P <0.05 was statistically significant.Results: 1.Current status of medical students' learning beliefs Among the 628 medical students surveyed,the average score of learning beliefs was(3.09±0.43),of which the average score of learning motivation beliefs(3.03±0.47)and the average score of learning process beliefs(3.20±0.53).Among learning motivation beliefs,the highest average score was the positive learning emotion experience belief dimension(3.66±0.92),followed by the high learning achievement goal belief dimension(3.51±0.97),and the lowest average score was the low learning achievement goal belief dimension(2.61±0.75),followed by low-learning self-efficacy belief dimension(2.78±0.80);the highest average score in belief during the learning process is the persistent effort learning belief dimension(3.50±0.82),the lowest average score is the unplanned learning belief dimension(2.81±0.86).In terms of positive beliefs in learning beliefs,the item with the highest average score is the “learning valuable knowledge,feeling of growth and improvement” in the belief dimension of active learning;the item with the highest average score in negative learning beliefs It is the dimension of the belief that delays learning."I often say: Tomorrow must complete the learning task." 2.Current status of medical students' learning burnout In the survey of 628 medical students,the average score of learning burnout was(2.82±0.49).Among them,the average score of the dimension of learning depression(2.87±0.68),the average score of the dimension of inappropriate learning behavior(2.81±0.63)and the low dimension of learning achievement Average score(2.74±0.65).The item with the highest score in the dimension of emotional depression is "All day of study will make people feel exhausted",followed by the item with the highest score in the dimension of misbehavior is "I am not sufficiently patient during the learning process",and the score of low sense of achievement is the highest The entry is "Mastering professional knowledge is easy for me".3.Comparison of medical students' learning burnout and its various dimensions in different demographic characteristics Medical students 'burnout in gender,grade,hospital internship experience,medical college entrance examination volunteer,scholarship,family atmosphere,high Chinese science,comprehensive performance ranking,parents' monthly income,professional satisfaction,study time at school,home location,the difference was statistically significant(P <0.05).There were statistically significant differences in the dimensions of medical students' depression in grades,student cadres,comprehensive performance rankings, monthly school expenditures,school study time,and total monthly parental income(P <0.05).The dimensions of medical students' misbehavior in learning are gender,grade,hospital internship experience,medical college entrance examination,voluntary scholarship,comprehensive performance ranking,professional satisfaction,school time,only child,family location,family atmosphere,total monthly parental income,There were significant differences in father education and mother education(P <0.05).The low dimensions of medical students' learning achievement are gender,grade,hospital internship experience,medical college entrance examination volunteer,student cadres,scholarships,high Chinese science,comprehensive performance ranking,professional satisfaction,monthly school expenditure,school time,family There were significant differences in location,family atmosphere,total monthly income of parents,education level of father,and education level of mother(P <0.05).4.Correlation analysis of medical students' learning beliefs and learning burnout Learning motivation beliefs,low learning achievement goal beliefs,negative learning emotional experience beliefs,low learning self-efficacy beliefs,unplanned learning beliefs,delayed learning beliefs and learning burnout are positively correlated in medical students' learning beliefs;learning beliefs,high learning Achievement goals and beliefs,positive learning and emotional experience beliefs,high learning self-efficacy beliefs,persistence in hard-working learning beliefs,and long-term accumulation of learning beliefs are negatively related to learning burnout.5.Analysis of the impact of medical students' learning beliefs on learning burnout The influence factors of medical students' learning beliefs on learning burnout include: low learning achievement goal beliefs,negative learning emotion experience beliefs,low learning self-efficacy beliefs,high learning achievement goal beliefs,persistence in hard learning beliefs,unplanned learning beliefs,procrastination of learning Belief;basic personal information(comprehensive learning rankings,professional satisfaction,monthly school expenses,average daily study time,and total monthly parental income).Influencing factors of medical students' learning beliefs on the low dimensions of learning emotions include: learning motivation beliefs,negative learning emotional experience beliefs,high learning achievement goal beliefs,positive learning emotional experience beliefs,procrastinating learning beliefs;personal basic information(grades,school time).Influencing factors of medical students' learning beliefs on the dimensions of inappropriate learning behaviors include: low learning achievement goal beliefs,negative learning emotional experience beliefs,persistent hardworking learning beliefs,unplanned learning beliefs;basic personal information(only children,comprehensive learning rankings,school month Expenditure,daily learning time).Influencing factors of medical students' learning beliefs on the low dimensions of learning achievement include: low learning self-efficacy beliefs,high learning achievement goal beliefs,high learning self-efficacy beliefs,persistent hard-working beliefs;basic personal information(professional satisfaction,family location).Conclusions: 1.Medical students' learning beliefs are at a medium level,and learning burnout is at a medium level and needs further guidance.2.Learning motivation beliefs in learning beliefs,low learning achievement goal beliefs,negative learning emotional experience beliefs,low learning self-efficacy beliefs,unplanned learning beliefs,delayed learning beliefs and learning burnout are positively correlated;learning beliefs,high learning achievement goals Beliefs,beliefs in active learning and emotional experience,beliefs in high self-efficacy,persistence in hard-working learning beliefs,and long-term accumulation of learning beliefs are negatively related to learning burnout.3.Learning beliefs have a negative impact on overall learning burnout.The influencing factors include: low learning achievement goal beliefs,negative learning emotion experience beliefs,low learning self-efficacy beliefs,high learning achievement goal beliefs,persistent learning beliefs,unplanned learning beliefs,and procrastinating learning beliefs Personal basic information(comprehensive study ranking,professional satisfaction,monthly school expenditures,average daily study time,total monthly parental income).4.Suggestions: Teachers create active classrooms to help students establish the right learning beliefs.Actively carry out practical courses to enrich campus education and education.Strengthen self-management and achieve independent learning.