认知重评对医学生职业认同影响:学业情绪和学习动机的多重链式中介效应  

Study on the Influence of Cognitive Reappraisal on the Professional Identity of Medical Students Based on the Chain Mediating Effect of Academic Emotion and Learning Motivation

作　　者：侯朝铭[1] 柏丁兮[1] 高静[1] 王薇 Hou chaoming(Chengdu University of Traditional Chinese Medicine,Chengdu,P.R.China)

机构地区：[1]成都中医药大学护理学院,四川成都611137

出　　处：《中国卫生事业管理》2023年第2期142-147,共6页Chinese Health Service Management

基　　金：四川省高等教育人才培养质量和教学改革项目“协同为道、智慧为术、育人为本——新医科背景下高等中医药院校护理专业实践教学体系改革与建设研究”(JG2021-771);全国中医药高等教育十四五规划项目“一流本科背景下中医药院校护理教师教学能力现状及提升路径研究”(YB-20-10);四川省大学生思想政治教育研究中心项目“文化自信视域下高等护理本科生职业认同的引导研究”(CSZ20045);成都中医药大学教育教学改革项目“在三全育人视域下中医人文思维融入护理学专业课程思政教学的路径研究”(ZLGC-202121852)。

摘　　要：目的:在新医科背景下,以护理本科生为例,了解其职业认同情况,探讨认知重评对护理本科生影响,进一步揭示学业情绪和学习动机在其之间的中介效应。方法:采用横断面科研设计,应用方便抽样,于2022年1月选取我校护理学专业本科生为研究对象,通过问卷星调查护理本科生一般资料、情绪调节问卷(认知重评分问卷)、护生职业认同问卷、大学生一般学业情绪问卷和学习动机量表,所有数据使用SPSS25.0和Mplus7.0软件进行分析。结果:共回收有效问卷1675份,所有数据不存在共同方法偏差。结构方程模型结果显示:认知重评、积极学业情绪、学习动机和职业认同关系模型拟合良好,其中认知重评对职业认同影响的总效应值为β=0.478(P<0.001);模型中所有直接路径均达到显著水平,认知重评正向预测职业认同(β=0.216,P<0.001),直接效应量为45.19%。偏差矫正Bootstrap法分析显示,M_(1):认知重评→积极学业情绪→职业认同(效应值=0.106,P<0.001,95%CI[0.077,0.143]),中介效应量为22.18%;M_(2):认知重评→学习动机→职业认同(效应值=0.058,P<0.001,95%CI[0.032,0.087]),中介效应量为12.13%;M_(3):认知重评→积极学业情绪→学习动机→职业认同(效应值=0.097,P<0.001,95%CI[0.078,0.119]),中介效应量为20.29%。3条路径的总中介效应量为54.81%。进一步对3条路径两两比较,路径M_(1)与M_(2),M_(1)与M_(3)差异无统计学意义(P>0.05);M2<M3(效应值=-0.073,P=0.023<0.05),差异有统计学意义。结论:护理本科生职业认同处于中等水平,尚需提升;认知重评能影响职业认同,且积极学业情绪和学习动机发挥重要的链式中介作用。高等护理教育者应重视护理本科生认知重评策略的建立,采取措施提升学业情绪、激发学习动机,有助于树立学生正确的职业价值观,为护理事业发展储备稳定、高质的人才队伍。Objective To understand the professional identity of nursing undergraduates,explore the influence of cognitive re⁃appraisal on them,and further reveal the mediating effect of academic emotion and learning motivation.Methods Undergraduates majoring in nursing were selected as the research objects in January 2022 by convenient sampling method,and surveyed with star questionnaire,including general information,emotional regulation questionnaire,nursing students'occupational identity question⁃naire,college students'general academic mood questionnaire and learning motivation scale.Data were analyzed with SPSS25.0 and Mplus7.0 software.Results A total of 1675 valid questionnaires were retrieved,and all the data had no common method bias.The results of structural equation model showed that the relationship among cognitive reappraisal,positive academic emotion,learning motivation and occupational identity was well fitted,in which the influence value of cognitive reappraisal on occupational identity wasβ=0.216(P<0.001).Bias-corrected Bootstrap analysis showed that the effect size of M1,M2 and M3 was 0.106,0.058 and 0.097,respectively(P<0.001).The mediating effect size of M1,M2 and M3 was 22.18%,12.13%and 20.29%,respectively,and their total mediating effect size was 54.81%.Further comparison of these three pathways showed that there was no significant difference between M1 and M2,M1 and M3,while significant difference was observed in M2<M3.Con⁃clusion The professional identity of nursing undergraduates was at an upper-middle level,which needs to be further improved.Cognitive reassessment can affect professional identity,in which positive academic emotions and learning motivation play an impor⁃tant chain-mediated role.Higher nursing educators should pay attention to the establishment of cognitive reassessment strategies for nursing undergraduates,and take measures to improve their academic mood and stimulate learning motivation,which will help to establish students'correct professional values and reserve stable and

关 键 词：认知重评 职业认同 学业情绪 学习动机 中介效应 

分 类 号：G642.0[文化科学—高等教育学]