基于交叉滞后分析医学生核心自我评价与专业认同关系  

Relation between Core Self-evaluation and Professional Identity of Medical Students:Based on the Cross-lagged Analysis

作　　者：孔凡雪 彭松浩 李月星 张涛[1] 邓侨 任晓丽 周旻[1] KONG Fanxue;PENG Songhao;LI Yuexing;ZHANG Tao;DENG Qiao;REN Xiaoli;ZHOU Min(School of Humanities and Social Sciences,Shanxi Medical University,Taiyuan 030001,China;School of Marxism,Shanxi Medical University,Taiyuan 030001,China)

机构地区：[1]山西医科大学人文社会科学学院,山西太原030001 [2]山西医科大学马克思主义学院,山西太原030001

出　　处：《医学教育研究与实践》2025年第2期218-224,共7页Medical Education Research and Practice

基　　金：2024年度研究生教育创新计划项目(2024SJ213);2024年山西省高等学校教学改革创新项目(J20240607)。

摘　　要：目的 揭示医学生核心自我评价、学习投入与专业认同三者之间的关系,建立交叉滞后模型,为分析专业认同的产生机制提供新的方法和思路。方法 采用整群抽样法选取240名医学生,使用大学生核心自我评价量表、学习投入问卷和专业认同问卷对纳入对象进行间隔18个月的追踪测量;应用交叉滞后方法对三个变量进行模型建构、路径分析及半纵向中介效应检验。结果 交叉滞后结果表明:在控制发展稳定性和同时性相关后,T1核心自我评价显著正向预测T2学习投入(β=0.19,P<0.05)、T2专业认同(β=0.21,P<0.01);T1学习投入显著正向预测T2专业认同(β=0.21,P<0.05);采用Bootstrap检验(n=2 000)发现,核心自我评价以学习投入为中介变量正向预测专业认同,其95%置信区间为[0.044,0.327],学习投入的中介作用成立。结论 医学生核心自我评价跨时间正向预测学习投入和专业认同,学习投入跨时间正向预测专业认同;学习投入在核心自我评价对专业认同的影响中起中介作用。Objective To reveal the relations among core self-evaluation,learning engagement and professional identity of medical students,and establish a cross-lagged model,so as to provide new methods and ideas for analyzing the generation mechanism of professional identity.Methods A total of 240 medical students were selected by cluster sampling,and the core self-evaluation scale,learning engagement questionnaire and professional identity questionnaire were used to follow up the subjects at an interval of 18 months.Cross-lagged method was used to construct the model,analyze the path and test the semi-longitudinal mediating effect of the three variables.Results The cross-lagged results showed that after controlling developmental stability and simultaneity,T1 core self-evaluation significantly positively predicted T2 learning engagement(β=0.19,P<0.05)and T2 professional identity(β=0.21,P<0.01),T1 learning engagement significantly positively predicted T2 professional identity(β=0.21,P<0.05),and the Bootstrap test(n=2000)found that the core self-evaluation used learning engagement as the mediating variable to positively predict professional identity,and its 95%confidence interval was[0.044,0.327],so the mediating role of learning engagement was established.Conclusion The core self-evaluation of medical students positively predicts learning engagement and professional identity across time,and learning engagement positively predicts professional identity across time.Learning engagement plays a mediating role in the impact of core self-evaluation on professional identity.

关 键 词：核心自我评价 学习投入 专业认同 交叉滞后分析 医学生 

分 类 号：G642.0[文化科学—高等教育学]