Department of Psychiatry, University of Ulsan College of Medicine, Asan Medical Center, Seoul, Korea.
Psychiatry Investig. 2012 Jun;9(2):143-9. doi: 10.4306/pi.2012.9.2.143. Epub 2012 Apr 2.
The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis.
One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables.
Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, p<0.01) response categories on the Academic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academic performance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation.
The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression.
本研究旨在 1）确定可能影响医学生学业压力的因素，2）通过路径分析研究这些变量之间的因果关系。
本研究共纳入 160 名医学生。采用医学应激量表、明尼苏达多相人格问卷、汉密尔顿抑郁量表、贝克抑郁量表和学业动机量表评估心理参数。采用线性回归和路径分析来检验变量之间的关系。
研究发现，一些因素与医学应激评分之间存在显著相关性。具体而言，汉密尔顿抑郁量表评分（β=0.26，p=0.03）和无动机（β=0.20，p=0.01）以及学业动机量表上的外在认同调节（β=0.27，p<0.01）对医学应激量表评分有独立且显著的影响。路径分析模型表明，压力、动机和学业成绩形成了一个三角反馈循环。此外，抑郁与压力和动机均相关，而人格与动机相关。
本研究中的三角反馈环结构表明，促进动机的措施得益于针对压力和抑郁的干预。此外，压力管理可以提高学生的动机。因此，针对医学生学业压力的策略应考虑这些因素。进一步的研究应关注动机与抑郁之间的关系。
