医学生自我调节能力、社会支持与学习倦怠的关系研究
The Relationship between Self-Regulation Ability, Social Support and Learning Burnout of Medical Students

目的：了解医学生学习倦怠的现状，探索医学生自我调节能力、社会支持与学习倦怠的关系，为改善并缓解医学生学习倦怠提供参考依据。方法自2023年3月20日~4月10日选取1185名新疆医科大学全日制在校本科生为研究对象，采用“自我调节学习能力问卷”、“社会支持评定量表”、“大学生学习倦怠量表”为研究工具，进行问卷调查，探讨医学生自我调节能力、社会支持与学习倦怠的关系。结果：学习倦怠在不同年级(P = 0.030)、是否独生子女(P = 0.047)之间有差异。自我调节能力在不同性别(P = 0.005)、年级(P < 0.001)、锻炼情况(P < 0.001)之间有差异。社会支持在不同性别(P = 0.019)、年级(P = 0.024)、是否独生子女(P = 0.006)、家庭类型(P < 0.001)、锻炼情况(P < 0.001)、母亲受教育程度(P = 0.031)之间有差异。多因素分析结果显示性别、客观支持、行为表现、社会环境资源是学习倦怠的影响因素。结论：医学生学习倦怠较普遍，应为学生提供或改善良好的居住环境，给予物质上与精神上的帮助，提高学生客观支持，减少学生过度积极，学习压力过大等行为表现，适当利用社会环境资源，有助于减少学习倦怠的发生。
Objective: To understand the current situation of learning burnout of medical students, explore the relationship between self-regulation ability, social support and learning burnout of medical students, and provide reference for improving and alleviating learning burnout of medical students. Methods: From March 20 to April 10, 2023, 1185 full-time undergraduates in Xinjiang Medical University were selected as the research objects, and “Self-Regulated Learning Ability Questionnaire”, “Social Support Rating Scale” and “College Student Learning Burnout Scale” were used as research tools to conduct a questionnaire survey to explore the relationship between self-regulation ability, social support and learning burnout of medical students. Results: Learning burnout was different in different grades (P = 0.030) and whether the child was an only child (P = 0.047). There were differences in self-regulation ability among different genders (P = 0.005), grades (P < 0.001) and exercise conditions (P < 0.001). There were differences in social support among different gender (P = 0.019), grade (P = 0.024), single child (P = 0.006), family type (P < 0.001), physical activity (P < 0.001), and maternal education level (P = 0.031). The results of multi-factor analysis showed that gender, objective support, behavior and social environment resources were the influencing factors of learning burnout. Conclusions: Learning burnout is common among medical students. It is necessary to provide or improve a good living environment for students, provide material and spiritual help, improve objective support for students, reduce students’ behavior such as excessive activity and excessive learning pressure, and make proper use of social environment resources to reduce the occurrence of learning burnout.