标题：Contributions of psychological needs,self-compassion,leisure-time exercise,and achievement goals to academic engagement and exhaustion in Canadian medical students
期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2018
卷号：15
期号：1
页码：1-7
DOI：10.3352/jeehp.2018.15.2
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:To investigate the contributions of psychological needs (autonomy,competence,and relatedness) and coping strategies (self_x0002_compassion,leisure-time exercise,and achievement goals) to engagement and exhaustion in Canadian medical students.Methods:This was an observational study.Two hundred undergraduate medical students participated in the study:60.4% were female,95.4% were 20–29 years old,and 23.0% were in year 1,30.0% in year 2,21.0% in year 3,and 26.0% in year 4.Students completed an on?line survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version;autonomy,com?petence,and relatedness from the Basic Psychological Needs Scale;self-compassion from the Self-Compassion Scale–short form;lei?sure-time exercise from the Godin Leisure-Time Exercise Questionnaire;and mastery approach,mastery avoidance,performance ap?proach,and performance avoidance goals from the Achievement Goals Instrument.Descriptive and inferential analyses were per?formed.Results:The need for competence was the strongest predictor of student engagement (β= 0.35,P= 0.000) and exhaustion (β= −0.33,P= 0.000).Students who endorsed mastery approach goals (β= 0.21,P= 0.005) and who were more self-compassionate (β= 0.13,P= 0.050) reported greater engagement with their medical studies.Students who were less self-compassionate (β= −0.32,P= 0.000),who exercised less (β= −0.12,P= 0.044),and who endorsed mastery avoidance goals (β= 0.22,P= 0.003) reported greater exhaustion from their studies.Students’ gender (β= 0.18,P= 0.005) and year in medical school (β= −0.18,P= 0.004) were related to engagement,but not to exhaustion.Conclusion:Supporting students’ need for competence and raising students’ awareness of self?compassion,leisure-time exercise,and mastery approach goals may help protect students from burnout-related exhaustion and en?hance their engagement with their medical school studies.
关键词：Purpose:To investigate the contributions of psychological needs (autonomy,competence,and relatedness) and coping strategies (self_x0002_compassion,leisure-time exercise,and achievement goals) to engagement and exhaustion in Canadian medical students.Methods:This was an observational study.Two hundred undergraduate medical students participated in the study:60.4% were female,95.4% were 20–29 years old,and 23.0% were in year 1,30.0% in year 2,21.0% in year 3,and 26.0% in year 4.Students completed an on?line survey with measures of engagement and exhaustion from the Oldenburg Burnout Inventory–student version;autonomy,com?petence,and relatedness from the Basic Psychological Needs Scale;self-compassion from the Self-Compassion Scale–short form;lei?sure-time exercise from the Godin Leisure-Time Exercise Questionnaire;and mastery approach,mastery avoidance,performance ap?proach,and performance avoidance goals from the Achievement Goals Instrument.Descriptive and inferential analyses were per?formed.Results:The need for competence was the strongest predictor of student engagement (β= 0.35,P= 0.000) and exhaustion (β= −0.33,P= 0.000).Students who endorsed mastery approach goals (β= 0.21,P= 0.005) and who were more self-compassionate (β= 0.13,P= 0.050) reported greater engagement with their medical studies.Students who were less self-compassionate (β= −0.32,P= 0.000),who exercised less (β= −0.12,P= 0.044),and who endorsed mastery avoidance goals (β= 0.22,P= 0.003) reported greater exhaustion from their studies.Students’ gender (β= 0.18,P= 0.005) and year in medical school (β= −0.18,P= 0.004) were related to engagement,but not to exhaustion.Conclusion:Supporting students’ need for competence and raising students’ awareness of self?compassion,leisure-time exercise,and mastery approach goals may help protect students from burnout-related exhaustion and en?hance their engagement with their medical school studies.
