反刍思维对护理专业本科生学业倦怠的影响：心理资本的中介作用

目的 探讨反刍思维对护理专业本科生学业倦怠的影响，以及心理资本在护理专业本科生反刍思维与学业倦怠间的中介作用。方法 通过目的抽样法，采用反刍思维量表、学业倦怠量表、心理资本量表对3所高校护理专业本科生共296名进行调查。运用SPSS 20.0进行t检验。采用Pearson相关性分析心理资本、学业倦怠及反刍思维三者之间的关系。采用 AMOS 20.0 构建和分析心理资本的中介效应，并用Bootstrap法对中介效应模型进行验证。结果 护理专业本科生的反刍思维总分为（46.60±11.40），学业倦怠总分为（56.18±11.25），心理资本总分为（99.93±15.27），三者在是否有课程不及格现象之间差异有统计学意义（P<0.05）。学业倦怠与反刍思维呈正相关（r=0.39，P<0.01），学业倦怠与心理资本呈负相关（r=-0.53，P<0.01），反刍思维总分与心理资本总分呈负相关（r=-0.46，P<0.01）。心理资本在反刍思维与学业倦怠之间起部分中介作用，中介效应值为0.216，占总体变异的比率为61.5％。结论 反刍思维既可以直接影响又可通过心理资本间接影响护理专业本科生的学业倦怠现象。心理资本在改善反刍思维相关的学业倦怠中起到一定的桥梁作用。

Mediating effect of psychological capital on rumination and learning burnout among undergraduate nursing students

Objective To investigate the effect of rumination on learning burnout of nursing undergraduate students and the mediating role of psychological capital between rumination and learning burnout of nursing undergraduate students.Methods A total of 296 undergraduate nursing students from three medical colleges were assessed by using ruminative responses scale, learning burnout questionnaire and psychological capital scale. SPSS 20.0 was used for t-test. Pearson correlation was to analyze the relationship among psychological capital, learning burnout and ruminative thinking. AMOS 20.0 was used to construct and analyze the mediating model of psychological capital and its mediating effect was tested by Bootstrap method.Results The average score of rumination of nursing undergraduate students was 46.60±11.40, learning burnout score was 56.18±11.25, and psychological capital scale score was 99.93±15.27. There was a significant difference among the rumination, psychological capital, and learning burnout scores in whether there was curriculum failure (P < 0.05). The total score of rumination was positively related to the total score of learning burnout (r = 0.39, P < 0.01), and was negatively related to the total score of psychological capital (r = -0.53, P < 0.01). The total score of rumination was negatively related to the total score of psychological capital (r = -0.46, P < 0.01). The psychological capital played a partial mediating role between rumination and learning burnout. The mediating effect value was 0.216, accounting for 61.521% of the total variation.Conclusion The rumination can both directly affect the learning burnout of nursing undergraduate students and indirectly affect the learning burnout through psychological capital. Psychological capital plays a bridge role in improving rumination related to learning burnout.