Departamento de Neurociências e Ciências do Comportamento, Faculdade de Medicina de Ribeirão Preto, University of São Paulo, Brazil.
Med Teach. 2013 May;35(5):404-10. doi: 10.3109/0142159X.2013.769675. Epub 2013 Feb 27.
Entering medical school may be associated with changes in the students' life, which can affect academic motivation and impair academic performance.
This work aimed at measuring longitudinally academic motivation, anxiety, depression and social adjustment in first-year medical students and determining the relationships between these variables and academic performance, as measured mainly by grades on regular exams.
Eighty-five first-year medical students (age: 17-25 years) were included after giving informed consent. Beck's Anxiety (BAI) and Beck's Depression (BDI) Inventories, the self-reported Social Adjustment Scale (SAS-SR) and the Academic Motivation Scale (AMS) were applied two months after admission and at the end of the academic year.
BAI scores increased throughout the year (7.3 ± 6.6 versus 28.8 ± 6.7; p < 0.001), whereas BDI scores did not change (6.8 ± 5.9 versus 6.0 ± 5.4; p > 0.10). SAS-SR subscales scores remained stable, except for a decreasing pattern for leisure/social life (1.8 ± 0.4 versus 2.1 ± 0.4; p < 0.001). AMS scores for motivation to know (22.2 ± 4.5 versus 19.7 ± 5.5; p < 0.001), to accomplish things to know (17.7 ± 5.3 versus 15.4 ± 5.3; p = 0.001), to experience to know (18.2 ± 5.2 versus 15.4 ± 5.4; p < 0.001) and by identification to know (23.5 ± 3.5 versus 21.8 ± 5.0; p = 0.002) decreased significantly. There were no significant correlations between academic performance and the global scores for any of the scales except for the SAS-SR subscale for academic life (r = -0.48, p < 0.001).
Throughout the academic year, first-year medical students showed increased anxiety, decreased academic motivation and a maladjusted leisure/social life, which however does not seem to affect academic achievement.
进入医学院校可能伴随着学生生活的变化，这可能会影响学术动机并损害学业成绩。
本研究旨在纵向测量一年级医学生的学术动机、焦虑、抑郁和社会适应情况，并确定这些变量与学业成绩的关系，主要通过定期考试成绩来衡量。
在知情同意后，共纳入 85 名一年级医学生（年龄 17-25 岁）。入学后两个月和学年末应用贝克焦虑量表（BAI）和贝克抑郁量表（BDI）、自我报告的社会适应量表（SAS-SR）和学术动机量表（AMS）。
BAI 评分在整个学年中逐渐升高（7.3±6.6 与 28.8±6.7；p<0.001），而 BDI 评分没有变化（6.8±5.9 与 6.0±5.4；p>0.10）。SAS-SR 子量表评分保持稳定，除休闲/社会生活评分呈下降趋势（1.8±0.4 与 2.1±0.4；p<0.001）。为了解知识而学习的动机（22.2±4.5 与 19.7±5.5；p<0.001）、为完成任务而学习的动机（17.7±5.3 与 15.4±5.3；p=0.001）、为体验知识而学习的动机（18.2±5.2 与 15.4±5.4；p<0.001）和认同知识而学习的动机（23.5±3.5 与 21.8±5.0；p=0.002）显著降低。除学术生活 SAS-SR 子量表（r=-0.48，p<0.001）外，学术成绩与任何量表的总分之间均无显著相关性。
在整个学年中，一年级医学生表现出焦虑增加、学术动机下降和休闲/社会生活适应不良，但这似乎并不影响学业成绩。
