간호대학생의 학습민첩성과 학업소진 관계에서 학교지원의 조건부 효과

• Published in: 의료커뮤니케이션 Vol. 16; no. 2; pp. 225 - 234
• Main Authors: 이은경, Eun-kyung Lee, 정선영, Sun-young Jung, 손정태, Jung-tae Son
• Format: Journal Article
• Language: Korean
• Published: 대한의료커뮤니케이션학회 30.12.2021
• Subjects: academic burnout; learning agility; School; support; 의학일반; 지지; 학교; 학습민첩성; 학업소진
• ISSN: 1975-888X; 2713-6825
• DOI: 10.15715/kjhcom.2021.16.2.225

Background: The purpose of this study was to investigate the conditional effect of school support between learning agility and academic burnout in nursing students. Methods: A cross-sectional descriptive study design was used. A total of 213 participants was surveyed using a self-report questionnaires including general characteristics, a learning agility, academic burnout and school support scale. The descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation, and PROCESS Macro (Model 7) and bootstrapping method. Results: Educational environment support had a significant mediating effect between the learning agility and academic burnout. Professor support had a significant moderating mediation effect in the Educational environment support between the learning agility and academic burnout. And friend and senior support had only direct effect to learning agility and academic burnout. Conclusion: These results highlight the importance of school support and can be used as meaningful data for intervention research to reduce the academic burnout and to learning agility for nursing students.