基于自主学习理论的骨科实习生动机信念、职业使命感与学习投入的关系研究

张金陵; 何绵锦; 荣根祥; 唐智; 桂斌捷

doi:10.3760/cma.j.cn116021-20250811-02258

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基于自主学习理论的骨科实习生动机信念、职业使命感与学习投入的关系研究

更新时间：2026-08-04

- 基于自主学习理论的骨科实习生动机信念、职业使命感与学习投入的关系研究
- The relationship between the motivational beliefs, professional sense of mission, and learning engagement of orthopedic interns: a study based on autonomous learning theory
- 中华医学教育探索杂志 2026年页码：1-9
- 作者机构：
  
  1.安徽医科大学第一附属医院骨科，合肥 230022
  2.安徽医科大学马克思主义学院，合肥 230032
- 作者简介：
  
  桂斌捷，Email：guibinjie@ahmu.edu.cn
- 基金信息：
  
  安徽高校人文社会科学研究项目(SK2021A075);2022年高等学校省级质量工程项目(2022xsxx098);省级研究生社会实践示范课程(2022shsjsfkc010)
- DOI：10.3760/cma.j.cn116021-20250811-02258
  中图分类号： R-05
- 收稿：2025-08-11，
  
  网络首发：2026-08-04，
- 稿件说明：
移动端阅览
张金陵, 何绵锦, 荣根祥, 等. 基于自主学习理论的骨科实习生动机信念、职业使命感与学习投入的关系研究[J/OL]. 中华医学教育探索杂志, 2026,1-9.

Zhang Jinling, He Mianjin, Rong Genxiang, et al. The relationship between the motivational beliefs, professional sense of mission, and learning engagement of orthopedic interns: a study based on autonomous learning theory[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9.
张金陵, 何绵锦, 荣根祥, 等. 基于自主学习理论的骨科实习生动机信念、职业使命感与学习投入的关系研究[J/OL]. 中华医学教育探索杂志, 2026,1-9. DOI： 10.3760/cma.j.cn116021-20250811-02258.

Zhang Jinling, He Mianjin, Rong Genxiang, et al. The relationship between the motivational beliefs, professional sense of mission, and learning engagement of orthopedic interns: a study based on autonomous learning theory[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9. DOI： 10.3760/cma.j.cn116021-20250811-02258.

摘要

目的

基于自主学习理论，探讨骨科实习生职业使命感在动机信念与学习投入之间的中介作用，为提升骨科实习教育质量提供参考。

方法

采用横断面调查设计，选取2023年1月至2025年6月期间在我院骨科完成实习的120名实习生作为研究对象。所有实习生在接受基于自主学习理论构建的教学方法后，使用一般资料调查表、动机调节问卷（MRS）、职业使命感量表及学习投入量表（UWES-S）进行调查。采用SPSS 26.0进行偏相关分析（控制性别、年龄等变量），使用PROCESS 4.2宏程序（Model 4）进行中介效应分析，并采用Bootstrap法检验中介效应的显著性。

结果

共120名实习生完成有效调查。动机信念总分为（81.95±15.86）分，职业使命感总分为（30.57±4.57）分，学习投入总分为（68.25±11.42）分。偏相关分析（控制一般资料变量）显示，动机信念与职业使命感（

=0.433，

0.05）、学习投入（

=0.311，

0.05）均呈正相关，职业使命感与学习投入（

=0.365，

0.05）亦呈

正相关。中介模型回归分析显示，动机信念对职业使命感（

=0.135，

=5.22，

0.001）和学习投入（

=0.236，

=3.56，

0.001）具有显著预测作用；加入职业使命感后，其对学习投入的预测仍显著（β=0.687，

=3.01，

=0.003）。Bootstrap检验表明，动机信念对学习投入的总效应为0.236，其中直接效应为0.143（95%

=0.002~0.284），间接效应（经职业使命感）为0.093（95%

=0.005~0.219）。基于标准化系数计算，直接效应与间接效应分别占总效应的58.5%与40.2%。

结论

在基于自主学习理论的骨科实习教学中，动机信念不仅可直接促进实习生的学习投入，还可通过增强其职业使命感间接提升学习投入水平。建议教学实践中注重激发学生内在动机，并系统培育职业使命感，尤其关注专业自愿性在动机内化过程中的调节作用。

Abstract

Objective

To explore the mediating effect of professional sense of mission in the relationship between motivational beliefs and learning engagement among orthopedic interns based on autonomous learning theory

and to provide a reference for improving the quality of orthopedic internship education.

Methods

A cross-sectional survey was conducted among 120 interns who completed their internship in the Department of Orthopedics at The First Affiliated Hospital of Anhui Medical University between January 2023 and June 2025. After receiving a teaching intervention constructed on autonomous learning theory

participants were assessed using the General Information Questionnaire

the Motivation Regulation Scale

the Professional Mission Scale

and the Utrecht Work Engagement Scale for Students. Partial correlation analysis controlling for sex and age was performed using SPSS 26.0. The mediating effect was tested using the PROCESS macro (Model 4

version 4.2). The significance of the mediating effect was tested using the bootstrap method.

Results

All 120 interns completed the survey. The total scores were (81.95±15.86) for motivational beliefs

(30.57±4.57) for professional sense of mission

and (68.25±11.42) for learning engagement. Partial correlation analysis

controlling f

or general demographic information

showed positive correlations of motivational beliefs with professional sense of mission (

=0.433

0.05) and learning engagement (

=0.311

0.05)

and a positive correlation of professional sense of mission with learning engagement (

=0.365

0.05). Mediation analysis indicated that motivational beliefs significantly predicted professional sense of mission (

=0.135

=5.22

0.001) and learning engagement (

=0.236

=3.56

0.001). After adding professional sense of mission as a mediator

it still significantly predicted learning engagement (

=0.687

=3.01

=0.003). Bootstrap analysis indicated that the total effect of motivational beliefs on learning engagement was 0.236

with a direct effect of 0.143 (95%CI: 0.002-0.284) and an indirect effect (via professional sense of mission) of 0.093 (95%

=0.005-0.219). Based on standardized coefficients

the direct and indirect effects accounted for 58.5% and 40.2% of the total effect

respectively.

Conclusions

In orthopedic internship teaching based on autonomous learning theory

motivational beliefs can not only directly enhance the learning engagement of interns but also indirectly promote their learning engagement by strengthening their professional sense of mission. It is suggested that teaching practice should focus on stimulating the intrinsic motivation of students and systematically cultivating their professional sense of mission

with particular attention to the moderating role of voluntary professional choice in the internalization of motivation.

关键词

Keywords

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