医学生学业失败承受力对学业成绩波动影响的纵向分析。
Longitudinal analysis of the effect of academic failure tolerance on academic achievement fluctuation in medical school students.
作者信息
Chae Su Jin, Kim Miran, Chang Ki Hong
机构信息
Office of Medical Education, Ajou University School of Medicine, Suwon, Korea.
出版信息
Korean J Med Educ. 2016 Mar;28(1):25-8. doi: 10.3946/kjme.2016.6. Epub 2016 Jan 27.
PURPOSE
Academic failure tolerance (AFT) is one of the important psychological concepts in education, but its applications in medical education are rare. Thus, the purpose of this study was to investigate the effect of academic failure tolerance on academic achievement fluctuation among medical school students using a longitudinal research design.
METHODS
The subjects were 43 medical students who responded to the AFT test. This study analyzed the longitudinal data of achievement scores up to the 2nd academic year (2012-2013) among students who were divided into academic achievement improvement and decline groups.
RESULTS
Comparing the improvement and decline groups' mean academic achievement fluctuation scores demonstrated that behavior and preferred task difficulty showed high scores whereas feeling scores were lower in the improvement group (p<0.05).
CONCLUSION
In the improvement group, despite the higher negative feeling scores during academic failure, the students favored the more difficult subjects and were more assiduous in their studies. This will form an important basis for enhancing academic achievement among medical students.
目的
学业失败承受力（AFT）是教育领域重要的心理学概念之一，但在医学教育中的应用却很少。因此，本研究旨在采用纵向研究设计，探讨学业失败承受力对医学院学生学业成绩波动的影响。
方法
研究对象为43名参加学业失败承受力测试的医学生。本研究分析了被分为学业成绩提高组和下降组的学生在第二学年（2012 - 2013年）之前的成绩纵向数据。
结果
比较提高组和下降组的平均学业成绩波动分数发现，行为和偏好的任务难度在提高组中得分较高，而情感分数较低（p<0.05）。
结论
在提高组中，尽管学生在学业失败期间负面情感得分较高，但他们更喜欢难度更大的科目，学习也更勤奋。这将为提高医学生的学业成绩奠定重要基础。
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