Chen Hui Ling, Wang Hui Yuan, Lai Sheng Feng, Ye Zeng Jie
School of Nursing, Guangzhou University of Chinese Medicine, Guangzhou, People's Republic of China.
School of Nursing, Guangzhou Medical University, Guangzhou, People's Republic of China.
Psychol Res Behav Manag. 2022 May 19;15:1271-1282. doi: 10.2147/PRBM.S360363. eCollection 2022.
Psychological distress is reported to be associated with academic burnout in students while the mediation and moderation effect of resilience and personality are less explored.
The current study was designed to estimate the mediating effect of resilience and the moderation effect of personality between psychological distress and academic burnout.
A total of 613 students were enrolled from two medical universities between December 2020 and January 2021. They were administered with Academic Burnout Scale, 10-item Kessler Psychological Distress Scale (K10), Connor-Davidson Resilience Scale (CD-RISC-10) and NEO Five-Factor Inventory (NEO-FFI). Latent profile analysis and moderated mediation analysis were performed.
Three personalities were identified and named as resilient (13.4%), over-controlled (50.2%) and under-controlled (36.4%). Resilience significantly mediated the relationship between psychological distress and academic burnout while personality significantly moderated the relationship between psychological distress and resilience.
Resilience and personality may be two important mediators between psychological distress and academic burnout. More attentions should be paid to students with under-controlled personality and resilience-enhancing interventions could be developed to prevent or alleviate academic burnout in future research.
据报道，心理困扰与学生的学业倦怠有关，而复原力和人格的中介和调节作用较少被探讨。
本研究旨在评估复原力的中介作用以及人格在心理困扰与学业倦怠之间的调节作用。
2020年12月至2021年1月期间，从两所医科大学招募了613名学生。对他们进行了学业倦怠量表、10项凯斯勒心理困扰量表（K10）、康纳-戴维森复原力量表（CD-RISC-10）和大五人格量表（NEO-FFI）的测试。进行了潜在剖面分析和调节中介分析。
识别出三种人格类型，分别命名为有复原力型（13.4%）、过度控制型（50.2%）和控制不足型（36.4%）。复原力显著中介了心理困扰与学业倦怠之间的关系，而人格显著调节了心理困扰与复原力之间的关系。
复原力和人格可能是心理困扰与学业倦怠之间的两个重要中介因素。在未来的研究中，应更多关注控制不足型人格的学生，并可开发增强复原力的干预措施来预防或减轻学业倦怠。
