论学术适应能力对中国医学生学业倦怠、学习投入和学业成绩的影响：一项横断面研究。
The effects of academic adaptability on academic burnout, immersion in learning, and academic performance among Chinese medical students: a cross-sectional study.
机构信息
School of Public Health, Harbin Medical University, Harbin, China.
Center for Higher Education Research and Teaching Quality Evaluation, Harbin Medical University, Harbin, China.
出版信息
BMC Med Educ. 2019 Jun 13;19(1):211. doi: 10.1186/s12909-019-1640-9.
BACKGROUND
Medical students struggle with a heavy workload during their comparatively long course of study in China. The future of medical science depends largely on whether or not medical students become qualified. This study aims to explore whether medical students' academic adaptability affects learning outcomes. This paper will not only provide scientific evidence for educators and administrators of medical schools but will also benefit students by improving their aptitude and adaptability through a thorough discussion on their educational environment.
METHODS
We conducted a cross-sectional survey from September to December 2016. A total of 1977 respondents completed the questionnaire with a response rate of 79.08%. A cross-sectional survey was used in this study. Descriptive statistics, factor analysis, General Linear Model (GLM) analysis, standard multiple regression, and hierarchical multiple regression were performed for data analysis using the Statistical Package for Social Sciences software (SPSS Version 19.0, SPSS Inc., Chicago, IL, USA).
RESULTS
Out of the 1977 students, 1586 (80.2%) had mean academic adaptability levels over 3. Findings suggested that academic adaptability (Mean = 3.32), immersion in learning (Mean = 3.20), and academic performance (Mean = 3.39), were at the middle level while academic burnout (Mean = 2.17) was at a low level. Academic adaptability of medical students showed a significant negative relation to academic burnout (Beta = - 0.705, P<0.01), there was a significant positive relation between academic adaptability and immersion in learning (Beta = 0.655, P<0.01) and academic performance (Beta = 0.407, P<0.01).
CONCLUSIONS
Higher levels of academic adaptability are associated with lower levels of burnout and higher levels of immersion in learning and academic performance. It might be helpful for medical schools to consider academic adaptability and ways of enhancing such skills in order to enhance student performance and engagement while in school.
背景
在中国，医学生的课程相对较长，学业负担较重。医学科学的未来在很大程度上取决于医学生是否合格。本研究旨在探讨医学生的学业适应能力是否影响学习成绩。本文不仅将为医学院校的教育工作者和管理者提供科学依据，还将通过深入讨论他们的教育环境，使学生受益，提高他们的能力和适应性。
方法
我们于 2016 年 9 月至 12 月进行了横断面调查。共有 1977 名受访者完成了问卷，应答率为 79.08%。本研究采用横断面调查。使用社会科学统计软件包（SPSS 版本 19.0，SPSS Inc.，芝加哥，IL，美国）对数据进行描述性统计、因子分析、一般线性模型（GLM）分析、标准多元回归和分层多元回归分析。
结果
在 1977 名学生中，有 1586 名（80.2%）的平均学业适应水平超过 3 分。研究结果表明，学业适应能力（均值=3.32）、学习投入（均值=3.20）和学业成绩（均值=3.39）处于中等水平，而学业倦怠（均值=2.17）处于较低水平。医学生的学业适应能力与学业倦怠呈显著负相关（Beta=-0.705，P<0.01），与学习投入（Beta=0.655，P<0.01）和学业成绩（Beta=0.407，P<0.01）呈显著正相关。
结论
较高的学业适应能力与较低的倦怠水平以及较高的学习投入和学业成绩相关。医学院校可能需要考虑学业适应能力，并考虑增强这种能力的方法，以提高学生在校期间的表现和参与度。
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