目的 调查大专护生学业无聊感现状并分析其影响因素。方法 采用便利抽样法,于2023年10月选取黑龙江省某医药卫生类大专院校的935名护生为研究对象。采用一般资料调查表、学业无聊感量表、学业自我效能感量表、大学生获得感问卷和未来工作自我清晰度量表对其进行调查。采用多重线性回归分析探讨大专护生学业无聊感的影响因素。结果 本组大专护生学业无聊感总分为（44.75±13.56）分;回归分析显示,大专护生性别、年级、学业自我效能感、教育获得感和未来工作自我清晰度进入回归方程（P<0.01）,可解释总变异的42.3%。结论 本组大专护生学业无聊感处于中等水平,男性、高年级、低水平的学业自我效能感、教育获得感和未来工作自我清晰度的大专护生学业无聊感水平较高。教育者可通过提高大专护生的学业自我效能感和教育获得感、强化未来工作自我清晰度等方式,降低大专护生学业无聊感水平。
Abstract
Objective To investigate the current status of academic boredom among college nursing students and analyze its influencing factors. Methods Convenience sampling was used to select 935 nursing students from a medical and health college in Heilongjiang Province in October 2023 as research subjects. Students were investigated by using General Information Questionnaire, Academic Boredom Scale, Academic Self-efficacy Scale, College Students’ Sense of Gain Questionnaire, and Future Work Self Salience Scale. Multiple linear regression analysis was used to explore the factors influencing college nursing students' academic boredom. Results The total academic boredom score of this group was 44.75 ± 13.56; multiple linear regression analysis showed that sex, grade, academic self-efficacy, sense of education acquisition, and future work self salience entered the regression equation (P<0.01), explaining 42.3% of the total variance. Conclusion Academic boredom of this group of college nursing students is at a moderate level. Males, senior students, and those with lower academic self-efficacy, lower sense of education acquisition, and lower future work self salience tend to have higher level of academic boredom. Increased academic self-efficacy and sense of education acquisition, and higher level of future work self salience are beneficial for improving academic boredom in college nursing students.
关键词
护生 /
学业无聊感 /
学业自我效能感 /
教育获得感 /
未来工作自我清晰度
Key words
nursing student /
academic boredom /
academic self-efficacy /
sense of education acquisition /
future work self salience
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] Dirk T,Alexandra N.Academic boredom(s):a person-centered investigation[J].Front Sociol, 2023,8:1190872.DOI:10.3389/fsoc.2023.1190872.
[2] 宋乃建. 大学生学业无聊情绪的应对及干预策略[J]. 百科论坛电子杂志,2020(10):43-44.
[3] 周丽华,陈健. 学也无聊:学业无聊的原因、影响与应对[J]. 衡阳师范学院学报,2021,42(3):128-134.DOI:10.3969/j.issn.1673-0313.2021.03.021.
[4] Bekker CI, Rothmann S, Kloppers MM.The happy learner: effects of academic boredom, burnout, and engagement[J].Front Psychol, 2022, 13: 974486. DOI:10.3389/fpsyg.2022.974486.
[5] 李成陈,陆筱俊.外语学习中的无聊情绪研究:基于范围综述的方法[J]. 外语教学,2022,43(6):70-76.DOI:10.16362/j.cnki.cn61-1023/h.2022.06.009.
[6] 张翠翠,钟亚丽,朱丽丽,等. 四川省1320名三级甲等医院护士安全胜任力现状及影响因素分析[J]. 护理学报,2023,30(14):7-12. DOI:10.16460/j.issn1008-9969.2023.14.007.
[7] 王蕴瑾. 高职生学业无聊感及与自我决定动机的关系研究[D]. 南京:南京师范大学,2016. DOI:10.7666/d.Y3167816.
[8] 梁宇颂. 大学生成就目标、归因方式与学业自我效能感的研究[D].武汉:华中师范大学,2000. DOI:10.7666/d.y378601.
[9] 朱军帅. 大学生获得感量表编制及特征研究[D]. 呼和浩特:内蒙古师范大学,2020.DOI:10.27230/d.cnki.gnmsu.2020.000899.
[10] Strauss K, Griffin MA, Parker SK.Future work selves: how salient hoped-for identities motivate proactive career behaviors[J]. J Appl Psychol, 2012, 97(3):580-598. DOI:10.1037/a0026423.
[11] Guan Y, Yu G, Bond MH, et al.New job market entrants’ future work self, career adaptability and job search outcomes: examining mediating and moderating models[J]. J Vocat Behav, 2014, 85(1):136-145. DOI:10.1016/j.jvb.2014.05.003.
[12] 陈冬,林杰,程东阳,等. 高职护生未来工作自我清晰度现状及影响因素研究[J]. 护理管理杂志,2023,23(1):57-60,65. DOI:10.3969/j.issn.1671-315x.2023.01.012.
[13] 郝宝旭. 494名精神科护士职业妥协现状及影响因素分析[J].护理学报,2024,31(1):64-68.DOI:10.16460/j.issn1008-9969.2024.01.064.
[14] 张悦. 本科及专科实习护生评判性思维态度倾向性现况调查[J]. 护理研究, 2018, 32(23):3775-3779. DOI:10.12102/j.issn.1009-6493.2018.23.033.
[15] 李晓敏,辛铁钢,尚文晶,等. 简版无聊倾向量表在大学生群体中的试用[J].中国临床心理学杂志,2016,24(6):1029-1033.DOI:10.16128/j.cnki.1005-3611.2016.06.014.
[16] Gati I.Career compromises[J].J Couns Psychol, 1993, 40(4):416-424. DOI:10.1037/0022-0167.40.4.416.
[17] 陈利颖,李静. 我国男护生职业认同研究现状的文献计量学分析[J]. 中国实用护理杂志,2022,38(3):235-241. DOI:10.3760/cma.j.cn211501-20201113-04512.
[18] 刘勇. 大学生学业无聊的影响因素及应对策略研究[D]. 哈尔滨:哈尔滨师范大学,2022.DOI:10.27064/d.cnki.ghasu.2022.000014.
[19] Zeng X, Yang F, Xu X, et al.Employment intention and career planning of male nursing students in different levels of colleges and universities: a qualitative study[J]. Nurs Open, 2023, 10(12):7659-7667.DOI:10.1002/nop2.2006.
[20] 饶芬芳,黄先伟. 消极学业情绪、自我效能感和青少年创伤后应激障碍的关联性研究[J]. 安康学院学报,2020,32(2):105-109. DOI:10.16858/j.issn.1674-0092.2020.02.021.
[21] 辛秀芹. 民众获得感“钝化”的成因分析——以马斯洛需求层次理论为视角[J]. 中共青岛市委党校.青岛行政学院学报,2016(4):56-59.
[22] Hadas, Egozi F, Mooli, et al. Conservation of resources, psychological distress, and resilience during the COVID-19 pandemic[J].Int J Public Health, 2022, 67:1604567. DOI:10.3389/ijph.2022.1604567.
[23] 刘文佳. “乐”不思书——基于成就动机理论的当代大学生厌学现象研究[J]. 临沂大学学报,2022,44(5):83-91. DOI:10.13950/j.cnki.jlu.2022.05.010.
[24] 王梦凡,周蕾蕾,毛锐. 逆境商数对大学生生涯适应力的影响:未来工作自我清晰度中介及领悟社会支持调节[J]. 中国健康心理学杂志, 2021, 29(8):1239-1243. DOI:10.13342/j.cnki.cjhp.2021.08.027.
基金
2022年度黑龙江省高等职业学校高等教育教学改革研究项目（SJGZY2022082）; 黑龙江省教育科学“十四五”规划2023年度重点课题（ZJB1423085）
PDF(965 KB)
