验证一种新的学习技巧量表，以解释医学生抑郁症状的原因。
Validation of a new study skills scale to provide an explanation for depressive symptoms among medical students.
机构信息
King Saud University Chair for Medical Education Research and Development, Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia.
College of Medicine, King Saud University, Riyadh, Saudi Arabia.
出版信息
PLoS One. 2018 Jun 25;13(6):e0199037. doi: 10.1371/journal.pone.0199037. eCollection 2018.
BACKGROUND
Medical students are faced with enormous academic demands that may influence their emotional wellbeing. The high rate of depression among medical students and its negative impact is an impetus to find explanation for the factors associated with it. Study skills that students possess might be such a factor. The current tools for the assessment of the study skills may have certain limitations, particularly for different cultural settings.
OBJECTIVES
This study aimed to develop and validate a Study Skills Inventory (SSI), and to investigate the relationship between the students' study skills and the extent (severity) of depressive symptoms, measured using the validated tool.
METHOD
The first version of the SSI was developed through expert consensus. The inventory was then administered to a randomly selected group of medical students. Confirmatory factor analysis was conducted for the internal validity. External validation was conducted by comparing the results of the SSI with the "Approaches and Study Skills Inventory for Students" (ASSIST). After validation, the correlation between the SSI total score with the Beck Depression Inventory II (BDI-II) total score was investigated using the Pearson correlation coefficient. The means of the total study skills scores for each severity category of depression were compared using ANOVA.
RESULTS
A total of 23 items, representing five sub-scales, were included in the inventory. Based on 372 student responses (response rate of 93%), the five-factor solution explained a cumulative variance of 52% and Cronach alpha was 0.84. The SSI total score had a significant negative association with the BDI-II depression score (Pearson correlation of -.348** and P<0.0001).
CONCLUSION
This study showed evidence for acceptable reliability and validity of the newly developed SSI. Poor study skills were found to correlate with higher depressive symptoms. This association needs confirmation in future research and could open a new door for better understanding of student depression.
背景
医学生面临着巨大的学业压力，这可能会影响他们的情绪健康。医学生的抑郁率较高及其负面影响促使人们寻找与其相关的因素的解释。学生所拥有的学习技巧可能就是这样一个因素。目前评估学习技巧的工具可能存在某些局限性，尤其是在不同的文化背景下。
目的
本研究旨在开发和验证学习技巧量表（SSI），并调查学生学习技巧与使用经过验证的工具测量的抑郁症状严重程度之间的关系。
方法
通过专家共识制定了 SSI 的初稿。然后将该问卷施测于随机抽取的一组医学生。进行验证性因子分析以评估内部有效性。通过与“学生学习技巧和方法量表（ASSIST）”的结果进行比较来进行外部验证。验证后，使用 Pearson 相关系数调查 SSI 总分与贝克抑郁量表第二版（BDI-II）总分之间的相关性。使用方差分析比较每个抑郁严重程度类别的总学习技巧得分的平均值。
结果
该问卷共包括 23 个项目，代表 5 个分量表。基于 372 名学生的回答（应答率为 93%），五因素模型解释了 52%的累积方差，Cronbach alpha 为 0.84。SSI 总分与 BDI-II 抑郁评分呈显著负相关（Pearson 相关系数为-.348**，P<0.0001）。
结论
本研究表明，新开发的 SSI 具有可接受的信度和效度。较差的学习技巧与较高的抑郁症状相关。这种关联需要在未来的研究中进一步证实，并为更好地理解学生抑郁开辟新的途径。
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