Study On The Status Quo And Influencing Factors Of Learning Burnout Among Medical Student

Aims:We aimed at investigating the status quo of learning burnout among medical students in medical schools,and analyze its influencing factors;exploring the relationship among alexithymia,mobile phone addiction,psychological capital and learning burnout.We hope this study can provide some clues for the intervention aimed at medical students’ learning burnout.Method:(1)In this study,the method of cluster sampling was adopted to select3,516 students from two medical colleges as the research object.The general situation questionnaire was adopted to investigate the influencing factors of learning burnout,including demographic characteristics,internal individual factors and external factors.(2)Psychological Capital Questionnaire(PCQ),College Students Mobile Phone Addiction Tendency Scale(MPATS)and Toronto alexithymia Inventory(TAS-20)were used to measure learning burnout,psychological capital,mobile phone addiction and alexithymia of medical students.(3)Epidata,SPSS20.0 and AMOS.V23 software were used to sort out and analyze the data.T test or analysis of variance was used for single factor analysis of measurement data,and chi-square test was used for counting data.Binary logistics regression was conducted in multivariate analysis;Pearson correlation analysis was used to study the correlation between variables.Hierarchical regression analysis and structure equation model(SEM)were used to explore the relationship among alexithymia,psychological capital,mobile phone addiction and learning burnout.Result:(1)A total of 3090 questionnaires were collected in this survey,including 1199(38.80%)males and 1891(61.20%)females;1,334(43.17%)country and 1,756(56.83%)city;1254(40.58%)one-child and1836(59.42%)non one-child;934(30.23%)medical junior college students and 2156(69.77%)medical undergraduate students.The mean age was 19.69±1.23 years old and ranged from 16 to 34 years old.The average score of learning burnout is 57.19±10.71,and the total score of learning burnout exceeds the median value accounts for 38% of the total number.(2)Junior college students had a higher incidence of high-level learning burnout than undergraduates(OR=1.549,95%CI=1.289-1.861).Low self-confidence(OR=2.276,95%CI=1.617-3.201)and occasional low self-confidence(OR= 1.470,95%CI=1.140-1.896)had a higher incidence of high level learning burnout than those who were consistently confident.The incidence of high level learning burnout was higher among medical students who did not like participating in group activities than those who liked participating in group activities(OR= 1.495,95%CI= 1.098-2.036).Moderate personality was more protective than extroversion(OR= 0.756,95%CI= 0.607-0.943);Medical students who dislike their major(OR= 4.984,95%CI=3.575-6.947)or generally like their major(OR=2.503,95%CI= 2.067-3.029)have a higher incidence of high-level learning burnout than those who like their major.The medical students who dislike(OR= 2.062,95%CI= 1.521-2.796)have a higher incidence of high level learning burnout than those who prefer to communicate with their families.Thinking about career planning was a protective factor of high level learning burnout(OR= 0.558,95%CI=0.465-0.671);The incidence of high-level learning burnout among medical students who did not exercise weekly was higher than that among medical students who exercised more than three times a week(OR=2.089,95%CI=1.630-2.677).The incidence of high level learning burnout was higher in medical students with insufficient monthly living expenses(OR=2.063,95%CI= 1.482-2.872)than in medical students with sufficient monthly living expenses.The incidence of high level learning burnout was higher among medical students who often felt lonely(OR= 1.982,95%CI=1.364-2.878)and occasionally lonely(OR=1.452,95%CI= 1.131-1.864)than those who never felt lonely.The incidence of high level learning burnout was higher among medical students who could not adapt to school life(OR=2.050,95%CI=1.304-3.224)and who could basically adapt to school life(OR=1.326,95%CI=1.089-1.614)than those who were well adapted to school life(3)Psychological capital had a significant mediating effect between alexithymia and learning burnout(P<0.001),and the path coefficient was0.168(-0.454*-0.371),accounting for 28.33%(0.168/0.371+0.168)of the total effect.The mediating effect between alexithymia and learning burnout was also significant(P<0.001),and the pathway coefficient was0.063(0.541*0.117),accounting for 14.52%(0.063/0.371+0.063)of the total effect.Conclusion:(1)Junior college students,not confident,do not like to participate in group activities,do not like their major,do not like to communicate with their families,do not exercise every week,the cost of living is not enough,feel lonely,can’t adapt to school life are high level of learning burnout risk factors;Thinking about career planning is a protective factor for high level learning burnout.(2)Alexithymia may directly affect learning burnout,and it may also indirectly affect learning burnout through psychological capital or mobile phone addiction.Both psychological capital and mobile phone addiction may play a partial mediating role in the relationship between alexithymia and learning burnout.