通讯作者: 王娟, 15160991696@163.com

DOI：10.12201/bmr.202610.00059

Association between Teaching Satisfaction and Learning Burnout among Students at a Medical University in Xinjiang: Statistical Indirect Effect of Self-directed Learning Ability

• 摘要：目的 探讨新疆医科大学大学生教学满意度、自主学习能力与学习倦怠的关系,并检验自主学习能力的统计学间接效应。方法 于2025年4-6月对新疆医科大学594名学生开展横断面问卷调查。采用Pearson相关分析、分层多元线性回归和bootstrap法分析变量间关系；回归模型采用HC3稳健标准误,并调整性别、民族、年级、户籍、独生子女、每日学习时间、课后作业时间和学习压力。结果 调查对象教学满意度、自主学习能力和学习倦怠得分分别为(48.70±9.41)、(105.69±16.70)和(55.01±10.96)分。教学满意度、自主学习能力均与学习倦怠呈负相关(r=-0.312、-0.642,均P<0.001)。最终模型解释学习倦怠变异的44.9%；自主学习能力与学习倦怠呈负向关联(β=-0.637,P<0.001),教学满意度的直接效应无统计学意义(β=0.032,P=0.478)。教学满意度经自主学习能力与学习倦怠之间的标准化间接效应为-0.340(bootstrap 95%CI：-0.410～-0.273)。结论 自主学习能力与学习倦怠存在较强负向关联,并可能是教学满意度与学习倦怠关联中的重要统计学路径。医学教育改革应在改进教学过程的同时,加强学生目标管理、学习策略和自我监控能力培养。

  关键词： 医科大学生; 教学满意度; 学习倦怠; 自主学习能力; 间接效应<; sub>; <; sup>; <; /sup>; <; /sub>

   

  Abstract: Objective To examine the associations of teaching satisfaction and self-directed learning ability with learning burnout among students at Xinjiang Medical University, and to assess the statistical indirect effect of self-directed learning ability. Methods A cross-sectional questionnaire survey was conducted among 594 students at Xinjiang Medical University from April to June 2025. Pearson correlation analysis, hierarchical multiple linear regression, and bootstrap analysis were performed. HC3 robust standard errors were used in the regression models, with adjustment for sex, ethnicity, grade, household registration, only-child status, daily study time, after-class assignment time, and perceived learning pressure. Results The mean scores for teaching satisfaction, self-directed learning ability, and learning burnout were 48.70 ± 9.41, 105.69 ± 16.70, and 55.01 ± 10.96, respectively. Teaching satisfaction and self-directed learning ability were both negatively correlated with learning burnout (r = ?0.312 and ?0.642, respectively; both P < 0.001). The final model explained 44.9% of the variance in learning burnout. Self-directed learning ability was negatively associated with learning burnout (β = ?0.637, P < 0.001), whereas the direct effect of teaching satisfaction was not statistically significant (β = 0.032, P = 0.478). The standardized indirect effect of teaching satisfaction on learning burnout through self-directed learning ability was ?0.340 (bootstrap 95% confidence interval: ?0.410 to ?0.273). Conclusion Self-directed learning ability was strongly and negatively associated with learning burnout and may represent an important statistical pathway linking teaching satisfaction to learning burnout.

  Key words: medical students; teaching satisfaction; learning burnout; self-directed learning ability; indirect effect; ; ; ; ; ; ; 

  提交时间：2026-10-26

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• 序号	提交日期	编号	操作
  1	2026-08-14	10.12201/bmr.202610.00059V1	下载

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