Students training for people-oriented careers, such as medicine and teaching, experience disproportionately high levels of burnout before entering the workforce. This is problematic because burnout is associated with negative outcomes such as unprofessionalism, low self-efficacy, and early career departure. The purpose of this research was to compare medical students’ and pre-service teachers’ achievement goals and examine the extent to which achievement goals contribute to or protect students from academic burnout. Using a cross-sectional survey design, we collected data from a total of 281 medical students and pre-service teachers enrolled at a Western Canadian university. To answer our research questions, we used descriptive data, correlational analyses, and multiple linear regression. Results suggest that both medical students and pre-service teachers score highest on mastery-approach achievement goals; although all goal types are endorsed similarly. Medical students reported higher burnout than pre-service teachers but across groups mastery-approach and performance-approach goals were negatively associated with burnout whereas performance-avoidance goals were positively associated with burnout. Limitations and directions for future research are discussed, as well as implications of these findings for researchers, educators, and students training for people-oriented professions.

中文翻译：

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在他们开始燃烧之前？医学和教育学生的成就目标理论视角

对以人为本的职业（例如医学和教学）进行培训的学生，在进入劳动力市场之前，经历的职业倦怠程度特别高。这是有问题的，因为倦怠会带来负面结果，例如不专业，自我效能低下和职业早期离职。这项研究的目的是比较医学生和职前教师的成就目标，并检查成就目标在多大程度上有助于或保护学生免受学术倦怠的影响。使用横断面调查设计，我们收集了总共281名在加拿大西部大学就读的医学生和职前教师的数据。为了回答我们的研究问题，我们使用了描述性数据，相关分析和多元线性回归。结果表明，医学生和职前教师在掌握方法上的成就目标均得分最高。尽管所有目标类型均得到类似认可。医学生报告的倦怠程度高于职前教师，但在各组中，精通方法和绩效方法目标与倦怠呈负相关，而规避绩效目标与倦怠呈正相关。讨论了未来研究的局限性和方向，以及这些发现对研究人员，教育工作者和面向人本专业的学生的启示。医学生报告的倦怠程度高于职前教师，但在各组中，精通方法和绩效方法目标与倦怠呈负相关，而规避绩效目标与倦怠呈正相关。讨论了未来研究的局限性和方向，以及这些发现对研究人员，教育工作者和面向人本专业的学生的启示。医学生报告的倦怠程度高于职前教师，但在各组中，精通方法和绩效方法目标与倦怠呈负相关，而规避绩效目标与倦怠呈正相关。讨论了未来研究的局限性和方向，以及这些发现对研究人员，教育工作者和面向人本专业的学生的启示。