医学生的学业情绪：感知学习环境的作用。
Medical students' academic emotions: the role of perceived learning environment.
作者信息
Kohoulat Naeimeh, Hayat Ali Asghar, Dehghani Mohammad Reza, Kojuri Javad, Amini Mitra
机构信息
Educational Psychology Department, Kharazmi University, Tehran, Iran.
Quality Improvement in Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
出版信息
J Adv Med Educ Prof. 2017 Apr;5(2):78-83.
INTRODUCTION
Research shows that there is a relationship between students' perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students' perception of learning environment and academic emotions was examined.
METHOD
The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ). All descriptive statistics, Pearson's correlations and simultaneous multiple regression were performed using SPSS 14 software.
RESULTS
Simultaneous multiple regression of the students' perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students' academic emotions.
引言
研究表明，学生对课堂和学习环境的认知与他们的认知、情感、情绪和行为结果之间存在关联，因此，本研究考察了医学生对学习环境的认知与学业情绪之间的关系。
方法
采用描述性相关研究方法。统计总体为设拉子医科大学的医学生。采用分层抽样方法选取342名参与者。他们完成了邓迪准备就绪教育环境量表（DREEM）和成就情绪问卷（AEQ）的自陈式问卷。所有描述性统计、皮尔逊相关性分析和同时多元回归分析均使用SPSS 14软件进行。
结果
学生感知到的学习环境对其学业成就情绪的同时多元回归分析表明，感知到的学习环境可预测学生的学业情绪。
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