Stewart S M, Lam T H, Betson C L, Wong C M, Wong A M
Department of Community Medicine and Personal Development and Counselling Centre, The University of Hong Kong.
Med Educ. 1999 Apr;33(4):243-50. doi: 10.1046/j.1365-2923.1999.00294.x.
This study provides prospective, longitudinal data on the relationship between stress-related measures and academic performance during the first two years of medical school.
First year medical students (n = 121) were surveyed prior to beginning classes (wave 1), and again 8 months later (wave 2). Personality variables predisposing to distress (optimism and trait anxiety), stress response (depression and state anxiety), and stress management strategies were assessed at wave 1 and wave 2. Pre-medical academic scores, and grades at the end of five assessment periods over the course of the first 2 years of medical school were also obtained.
As expected, pre-medical-school academic performance strongly predicted performance in medical school. Academic performance before and during medical school was negatively related to reported stress levels. On bivariate correlations, there were numerous significant relationships between stress reported at waves 1 and 2, and medical school academic performance assessed after these measures. In addition there were modest negative correlations between self-reported coping strategies of 'humour' and 'wishful thinking', and consequent academic performance. However, the predictive value of stress and its management on prospective academic performance was much decreased once pre-medical-school performance was statistically controlled.
本研究提供了关于医学院校前两年中与压力相关的测量指标和学业成绩之间关系的前瞻性纵向数据。
对一年级医学生（n = 121）在开课之前（第1波）进行了调查，并在8个月后（第2波）再次进行调查。在第1波和第2波评估了易导致困扰的人格变量（乐观和特质焦虑）、应激反应（抑郁和状态焦虑）以及压力管理策略。还获取了医学院校前学业成绩以及医学院校前两年五个评估期结束时的成绩。
正如预期的那样，医学院校前的学业成绩有力地预测了医学院校期间的成绩。医学院校之前和期间的学业成绩与报告的压力水平呈负相关。在双变量相关性分析中，第1波和第2波报告的压力与这些测量之后评估的医学院校学业成绩之间存在许多显著关系。此外，自我报告的“幽默”和“如意算盘”应对策略与随后的学业成绩之间存在适度的负相关。然而，一旦对医学院校前的成绩进行统计学控制，压力及其管理对未来学业成绩的预测价值就会大大降低。
