高校护士生学业自我效能感与学习倦怠的相关分析

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1、scores，learnillgabil“yandleamjngbehaViorscoresweresignificantlyhigherthanaye札Therewasnosignificantdi仃erenceiIldi髓rentgeographicalstudent，whetherchild，thesel￡emcacyscore．FactoriIltheabilitytole啪，andspecificallypickthestlldentswaSsignificantlyhigherthanjuniorcolleges

2、tudems，collegestudentsweresignificantlyh追herthanvocationalstudents，specificallypickthestudentswassignificantlyhigherthanvocatiomlstudents；behavioralfactorsonle锄ing，specificallypickthestudentswaLssignificantlyhigherthanjuniorc01legestudents，collegestudentsweresignif

3、icantlyhigherthaIlVocationalstudents，specificallypickthestudentswassignificantlyh远herthanvocationalstudents．(3)thee任．ectiVenessof1e锄iIlgandLearnillgB啪out：le锄iIlgeffectiVenessand1e蛐gbⅧmoutscoreshowedas远nificantnegatiVecorrelatioll’leamiIlgabilityandle锄ingbehaViorswe

4、reassociatedwithd印ression，lIlisconduct，personalaccomplishmentthreef．actorsweres远nificantlynegativelycorrelated；le锄iIlge丘．ectiVeness．onle锄iIlgbumouthasanegatiVepredictiVeeffect．Thus，thereareindividualdi仃erencesiIlacademicsel￡e伍cacyandlearningburnout．AcadelIlicsel￡e伍

5、cacyscoresonlearrl抽gb啪outscoreshadsignificantnegatiVepredictor'thathigherstudentselfe衢cacy，thelowertheir1e锄iIlgbumout．VKeywords：collegenursestudents；sel￡e衢cacy；le锄ingburnout目录摘要⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯IIIAbstract⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯．IVl文献综述⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1

6、自我效能感相关研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1．1自我效能感的概念⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．1．2自我效能感的相关理论⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．11．1．3自我效能感的相关研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．31．1．4学业自我效能感的研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．51．2学习倦怠及其相关研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．5●1．2．1学习倦怠的概念⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．51．2．2学习倦怠的结构及测量⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．61．2．3学习倦怠影响因素研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯

7、⋯⋯⋯．．71．2．4国内外学习倦怠的研究现状⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．81．3学习倦怠与自我效能感关系的相关研究⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．92问题提出⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112．1研究目的⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯112．2研究假设⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯113研究方法⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．123．1研究对象⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123．2研究方式⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123．3研究工具⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯

8、123．3．1学习倦怠量表⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯123．3．2学业自我效能感量表⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯133．4数据处理⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯134研究结果⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．144．1高护生学习倦怠的研究结果⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯