Abstract: Objective To explore the impact of professional identity among medical students on learning burnout,the mediating effect of learning attitude,and the moderating effect of gender. Methods In May 2022,the convenience sampling method was used to select 440 medical students from three medical schools in Guangdong Province as the survey subjects. A questionnaire survey was conducted using the medical student professional identity scale,learning attitude scale and learning burnout scale,and the data were analyzed. Results The average score of professional identity,learning attitude and learning burnout among medical students was （125.95±20.37）,（83.35±15.39） and （56.37±11.25）points,respectively. The professional identity and learning attitude of medical students were negatively correlated with learning burnout（r=-0.68,-0.80,both P<0.01）,and the professional identity was positively correlated with learning attitude（r=0.67,P<0.01）. The mediation effect test showed that the learning attitude of medical students partially mediates the relationship between occupational identity and learning burnout,with a mediation effect value of -0.23,accounting for 62.16% of the total effect,and a 95%CI of -0.28--0.19. The test of moderating effect showed that the moderating effect of gender between professional identity and learning attitude was significant（β=0.11,P<0.01）,and the moderated mediation model was established. Conclusion There is a negative correlation between occupational identity and learning burnout among medical students,and learning attitude plays a partial mediating role. As the main force of the future medical career,medical students should consolidate their professional quality,enhance their recognition of their own profession,maintain a positive learning attitude to reduce the degree of learning burnout. Medical schools should adjust teaching strategies based on the characteristics of different students to stimulate their interest in learning and reduce their level of learning burnout.

Key words: Professional identity, Learning attitude, Learning burnout, Gender, Mediating effect, Moderating effect