ObjectiveTo explore the mediating effect of academic self-efficacy on emotional resilience and learning burnout of nursing students in higher vocational colleges.
MethodsA total of 252 nursing students in higher vocational colleges were investigated by general situation questionnaire, college students' learning burnout scale, adolescent emotional resilience scale and academic self-efficacy scale to analyze the mediating effect of academic self-efficacy on emotional resilience and learning burnout.
ResultsThe total scores of learning burnout, academic self-efficacy and emotional resilience of nursing students in higher vocational colleges were (52.42±12.67) points, (73.46±11.78) points and (39.85±7.49) points, respectively. The total score of emotional resilience of nursing students in higher vocational colleges was significantly negatively correlated with the total score of learning burnout and the scores of its each dimension (P < 0.01), and was significantly positively correlated with the total score of academic self-efficacy and the scores of its each dimension (P < 0.01). The total score of academic self-efficacy was significantly negatively correlated with the total score of learning burnout and the scores of its each dimension (P < 0.01). Academic self-efficacy played a partial mediating effect in the relationship between emotional resilience and learning burnout, and the mediating effect was 0.079, which accounted for 8.81% of the total effect.
ConclusionsImproving emotional resilience and academic self-efficacy is an effective way to alleviate learning burnout of nursing students in higher vocational colleges.
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