农村订单定向医学生职业认同、学习动机与学业成就的关系  

Relationship between Professional Self-identity,Learning Motivation and Education Achievement among Rural Order Oriented Medical Students

作　　者：程兰[1] 刘萍[1] Cheng Lan;Liu Ping(Students' Affairs office Chengdu Medical College,Chengdu 610500,China)

机构地区：[1]成都医学院学生处,成都610500

出　　处：《成都医学院学报》2019年第2期259-262,266,共5页Journal of Chengdu Medical College

基　　金：成都医学院基金项目(No:14S034)

摘　　要：目的探讨农村订单定向医学生职业认同、学习动机与学业成就的关系,为改善其对医生职业的认同感,提升学业成就提供依据。方法采用配额抽样方法,通过职业认同问卷、学习动机量表对成都医学院、西南医科大学385名农村定单定向医学生进行问卷调查。结果不同性别学生在职业认同和学习动机及其他维度上差异均无统计学意义(P>0.05)。不同生源学生在职业承诺和职业行为得分上差异有统计学意义(P<0.05),不同年级学生职业认知、职业期望、外部动机和学习动机的差异有统计学意义(P<0.05)。职业认同整体及职业认知、职业情感、职业承诺、职业期望、职业行为和职业价值观与学习动机、学业成就呈正相关(P<0.01),学习动机在职业认同与学业成就间起部分中介作用,中介效应为32.26%。结论农村订单定向医学生的学习动机在职业认同与学业成就间起部分中介作用。Objectives To explore the relationship between professional identity, learning motivation and education achievement among rural order oriented medical students. To provide a theoretical basis for improving their professional self-identity their academic achievements. Methods A questionnaire measuring professional self-identity and a learning motivation scale was set out under all 385 rural order oriented medical students enrolled from Chengdu Medical College and Southwest Medical University. Results There was no significant difference in vocational identity, learning motivation and other dimensions between students of different genders( P >0.05).Significant differences in vocational commitment and vocational behavior scores were found among different regional students( P <0.05).The difference in vocational cognition, vocational expectation, external motivation and learning motivation among students in different grades are significant( P <0.05). The professional identity, vocational cognition, vocational emotion, vocational commitment, vocational expectations, vocational behavior and vocational values were significantly positive correlated with the learning motivation and academic achievements( P <0.001). Learning motivation plays partial intermediary role between their professional identity and academic achievements, with an effect size of 32.26%. Conclusion Learning motivation plays an intermediary role between their vocational identity and academic achievements among rural order oriented medical students.

关 键 词：农村订单定向医学生 职业认同 学习动机 学业成就 

分 类 号：R4[医药卫生—临床医学] G647[文化科学—高等教育学]