努力-回报不平衡模型对学习投入和倦怠的影响:一项初步研究

Jung-Eun Hwang, N. Kim, N. Kwon, S. Y. Kim
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引用次数: 4

摘要

导读:医学生积极参与学习。然而,至少有50%的医学生受到学业倦怠的困扰。本初步研究采用社会环境视角,通过努力-回报不平衡(ERI)模型检验了六种假设,以解释医学生的投入和倦怠。方法:本研究测量了2017年的ERI、过度承诺、敬业度、倦怠、负面影响、人口统计变量和测试结果。韩国首尔一所医学院的79名医学生完成了在线问卷调查(回复率:20.73%)。在调整了人口变量和负面影响后,我们采用层次回归分析来检验ERI比率、过度承诺的影响,以及ERI比率和过度承诺之间的相互作用对敬业度和倦怠的影响。结果:ERI比率与敬业度呈负相关(p < 0.05),而过度投入与敬业度呈正相关(p < 0.05)。职业倦怠、隶属关系、年龄和负面情绪是显著的预测因子。ERI比率与职业倦怠呈正相关(p < 0.05)。当我们对敬业度和倦怠三个子维度进行回归分析时,每个子维度的影响因素是不同的。讨论:本初步研究显示,学校环境中的ERI比率是解释医学生投入和倦怠的共同因素。此外,过度承诺对敬业度有显著影响,但对倦怠没有显著影响。这些结果可能与医学生的特点有关。
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An Effort-Reward Imbalance Model to Study Engagement and Burnout: A Pilot Study
Introduction: Medical students are motivated to engage actively in their studies. Yet at least 50% of medical students suffer from academic burnout. Using a social environmental perspective, this pilot study tested six hypotheses to account for medical student engagement and burnout via an effort-reward imbalance (ERI) model.Methods: This study measured ERI, over-commitment, engagement, burnout, negative affect, demographic variables, and test results during 2017. Seventy-nine medical students at a college of medicine in Seoul, Republic of Korea completed the online questionnaires (response rate: 20.73%). We used hierarchical regression analyses to examine the effects of ERI ratio, over-commitment, and the interaction between ERI ratio and over-commitment on engagement and burnout after adjusting for demographic variables and negative affect.Results: The ERI ratio was negatively related to engagement (p < 0.05), but over-commitment was positively related to engagement (p < 0.05). For burnout, affiliation, age, and negative affect were significant predictors. The ERI ratio was positively associated with burnout (p < 0.05). When we performed regression analyses on three sub-dimensions of engagement and burnout, the factors that affected each sub-dimension were different.Discussion: This pilot study revealed that the ERI ratio in school settings is a common factor for explaining the engagement and burnout of medical students. In addition, over-commitment significantly accounted for engagement, but it did not significantly account for burnout. These results for over-commitment may be explained by the unique characteristics of medical students.
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