Hu Qian, Yang Ningling, Huang Qi, Cheng Cong, Xiao Lei, Gao Xingjing, Zhang Fan
School of Public Health, Research Center for Medicine and Social Development, Chongqing Medical University, Chongqing, 400016, People's Republic of China.
Psychol Res Behav Manag. 2024 Sep 13;17:3169-3180. doi: 10.2147/PRBM.S466422. eCollection 2024.
To analyze the relationship between life satisfaction and learning burnout, and explore the mediating effect of mobile phone addiction and psychological capital, and to provide a theoretical basis for the study of measures for medical postgraduate students to maintain a positive psychological state and keep interest and enthusiasm in academic life.
Convenience cluster sampling was used to recruit 628 medical postgraduate students in Chongqing, China. The Learning Burnout Questionnaire (LBQ), life satisfaction self-rated item, Mobile Phone Addiction Tendency Scale (MPATS), and the Psychological Capital Questionnaire (PCQ) were used to examine participants. Hierarchical regression was used to analyze the effect of life satisfaction, mobile phone addiction, and psychological capital on learning burnout. A structural equation model (SEM) with maximum likelihood was used to evaluate the mediating effect of mobile phone addiction and psychological capital on the relationship between life satisfaction and learning burnout. The bootstrap method was used to confirm the significance of the mediating effect.
The average learning burnout score was (55.81±10.55). Results of hierarchical regression revealed that life satisfaction and psychological capital had a significant negative predictive effect on learning burnout, and mobile phone addiction had a positive predictive effect on learning burnout (<0.05). The SEM revealed that the total and direct effects of life satisfaction on learning burnout were significant, and the mediating effects of mobile phone addiction and psychological capital between life satisfaction and learning burnout were significant (<0.05).
Life satisfaction is a direct predictor of learning burnout among Chinese medical postgraduate students, and this relationship is mediated by mobile phone addiction and psychological capital.
分析生活满意度与学习倦怠之间的关系，探讨手机成瘾和心理资本的中介作用，为研究医学研究生保持积极心理状态、维持学术生活兴趣和热情的措施提供理论依据。
采用便利整群抽样法，在中国重庆招募628名医学研究生。使用学习倦怠问卷（LBQ）、生活满意度自评项目、手机成瘾倾向量表（MPATS）和心理资本问卷（PCQ）对参与者进行测评。采用分层回归分析生活满意度、手机成瘾和心理资本对学习倦怠的影响。使用最大似然法的结构方程模型（SEM）评估手机成瘾和心理资本在生活满意度与学习倦怠关系中的中介作用。采用Bootstrap法验证中介作用的显著性。
学习倦怠平均得分为（55.81±10.55）。分层回归结果显示，生活满意度和心理资本对学习倦怠有显著的负向预测作用，手机成瘾对学习倦怠有正向预测作用（P<0.05）。结构方程模型显示，生活满意度对学习倦怠的总效应和直接效应显著，手机成瘾和心理资本在生活满意度与学习倦怠之间的中介效应显著（P<0.05）。
生活满意度是中国医学研究生学习倦怠的直接预测因素，且这种关系由手机成瘾和心理资本介导。
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