Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy.
Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy.
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DOI：
10.3390/ijerph20054194
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发表时间：
2023-02-26
影响因子：
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通讯作者：
Shi, Guanghui
中科院分区：
文献类型：
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作者：
Zhu, Pingting;Xu, Ting;Xu, Huiwen;Ji, Qiaoying;Wang, Wen;Qian, Meiyan;Shi, Guanghui
背景资料：尽管针对护理本科生在COVID-19疫情期间学习状况的横断面研究激增，但很少有研究探讨COVID-19对学生学习倦怠和心理健康的正常化。本研究旨在调查新冠肺炎疫情常态化下在校护理本科生的学习倦怠状况，并探讨学业自我效能感在焦虑、抑郁与学习倦怠关系中的中介效应。研究方法：对江苏省某大学护理学院227名护理本科生进行了横断面调查。采用一般情况调查表、大学生学习倦怠问卷、广泛性焦虑量表（GAD-7）和患者健康问卷抑郁量表（PHQ-9）进行调查。采用SPSS26.0进行描述性统计分析、Pearson相关分析和多元线性回归分析。采用过程插件（模型4）检验学业自我效能感的中介作用（bootstrap 5000次迭代，α = 0.05）。结果如下：学习倦怠（54.1 ± 0.656）分与焦虑（4.6 ± 0.283）分、抑郁（5.3 ± 0.366）分呈正相关（p < 0.01），与学业自我效能感（74.41 ± 0.674）分呈负相关（p < 0.01）。学业自我效能感在焦虑与学习倦怠之间起中介作用（0.395/0.493，80.12%），在抑郁与学习倦怠之间起中介作用（0.332/0.503，66.00%）。结论：学业自我效能感对学习倦怠有显著的预测作用。学校和教师要加强对学生心理问题的筛查和辅导，提前发现因情绪问题导致的学习倦怠，提高学生学习的主动性和积极性。
Background: Although cross-sectional studies on the learning status of nursing undergraduates during the COVID-19 epidemic have surged, few studies have explored the normalization of COVID-19 on students’ learning burnout and mental health. The study was designed to investigate the learning burnout of nursing undergraduates in school under the normalization of the COVID-19 epidemic and explore the hypothesized mediation effect of academic self-efficacy in the relationship between anxiety, depression and learning burnout in Chinese nursing undergraduates. Methods: A cross-sectional study was conducted among nursing undergraduates in the school of nursing of a university in Jiangsu Province, China (n = 227). A general information questionnaire, College Students’ Learning Burnout Questionnaire, Generalized Anxiety Disorder Scale (GAD-7), and Patient Health Questionnaire depression scale (PHQ-9) were administered. Descriptive statistical analysis, Pearson correlation analysis, and multiple linear regression analysis were performed via SPSS 26.0. Process plug-in (Model 4) was used to test the mediating effect of academic self-efficacy (bootstrap 5000 iterations, α = 0.05). Results: Learning burnout (54.1 ± 0.656) was positively correlated with anxiety (4.6 ± 0.283) and depression (5.3 ± 0.366) (p < 0.01) and was negatively correlated with academic self-efficacy (74.41 ± 0.674) (p < 0.01). Academic self-efficacy plays a mediating role between anxiety and learning burnout (0.395/0.493, 80.12%) and a mediating role between depression and learning burnout (0.332/0.503, 66.00%). Conclusion: Academic self-efficacy has a significant predictive effect on learning burnout. Schools and teachers should strengthen the screening and counselling of students’ psychological problems, detect learning burnout caused by emotional problems in advance and improve students’ initiative and enthusiasm for learning.