目的 探讨学习动机在护理硕士研究生自我能力否定倾向与学业倦怠间的中介作用。 方法 采用一般资料调查表、硕士研究生学业倦怠量表、学习动机量表、自我能力否定倾向量表于2024年11月—12月对西南地区4所高校的护理硕士研究生进行调查。 结果 434名护理硕士研究生学业倦怠、自我能力否定倾向、学习动机得分分别为（57.27±15.05）分、52.00（43.75，60.00）分、56.50（48.75，67.00）分；相关性分析显示，学习动机与自我能力否定倾向、学业倦怠呈负相关（r=-0.541，P<0.001；r=-0.609，P<0.001），自我能力否定倾向与学业倦怠呈正相关（r=0.600，P<0.001）；结构方程模型显示，自我能力否定倾向可直接影响学业倦怠（直接效应值为0.407，95%CI：0.250~0.579），还可通过学习动机对学业倦怠产生间接作用（间接效应值为0.312，95%CI：0.212~0.446），间接效应占总效应的43.4%。 结论 学习动机在护理硕士研究生自我能力否定倾向和学业倦怠间起部分中介作用，护理教育及管理者可从调整学习动机和降低自我能力否定倾向方面入手，最终降低护理研究生的学业倦怠感。

Objective To explore the mediating role of learning motivation between imposter phenomenon and academic burnout among nursing graduate students. Methods From November 2024 to December 2024，nursing postgraduates from four universities in Southwest China were investigated with the general information questionnaire，Academic Burnout Scale for Postgraduates，Learning Motivation Scale and the Clance Impostor Phenomenon Scale. Results The scores of academic burnout，imposter phenomenon，and learning motivation of 434 nursing graduate students were 57.27 ± 15.05，52.00（43.75，60.00），and 56.50（48.75，67.00），respectively. Correlation analysis showed that learning motivation was negatively correlated with imposter phenomenon and academic burnout（r=-0.541，P<0.001；r=-0.609，P<0.001），while imposter phenomenon was positively correlated with academic burnout（r=0.600，P<0.001）. The structural equation model indicated that imposter phenomenon could directly affect academic burnout（direct effect value was 0.407，95%CI：0.250-0.579），and could also indirectly influence academic burnout through learning motivation（indirect effect value was 0.312，95%CI：0.212-0.446），accounting for 43.4% of the total effect. Conclusion Learning motivation plays a partial mediating role between imposter phenomenon and academic burnout among nursing graduate students. Nursing educators and managers can start from adjusting learning motivation and reducing imposter phenomenon to ultimately lower the academic burnout of nursing graduate students.