目标定向在形成性评价与医学生学业投入和拖延关系中的中介作用。

The mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in medical students.

机构信息

Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran.

Cardiovascular Research Center, Health Institute, Imam Ali Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran.

出版信息

BMC Med Educ. 2024 Sep 27;24(1):1036. doi: 10.1186/s12909-024-05965-3.

DOI:10.1186/s12909-024-05965-3

PMID:39334016

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11428448/

Abstract

BACKGROUND

Academic involvement and academic procrastination are two behavioral variables and are among the challenges of higher education, especially medical education. The purpose of the current research is to investigate the mediating role of goal orientation in the relationship between formative assessment with academic engagement and procrastination in Iranian medical students.

METHODS

The present correlational study of path way type, was performed on 388 students of Zanjan University of Medical Sciences in the 2021 selected by a convenient sampling method. Four questionnaires of Goal orientation scale )21-item), the classroom assessment approaches questionnaire (12-item), the Procrastination Assessment Scale- Students (44-item) and the student engagement scale (10-item) were used to collect data. The data were analyzed with SPSS-26 and LISREL-10.2 software.

RESULTS

The results of the path analysis showed formative assessment have significant direct effect on mastery orientation (β = 0.40), performance-approach (β = 0.14), avoidance orientation (β = -0.28), academic engagement (β = 0.32) and academic procrastination (β = 0.12). Also mastery orientation (β = 0.13), performance-approach (β = 0.12), avoidance orientation (β = -0.25) have a significant direct effect in the variance of academic engagement. As well mastery orientation (β = -0.43), performance-approach (β = -0.15), avoidance orientation (β = 0.30) have a significant direct effect in the variance of academic procrastination. These results confirm the direct hypotheses. Indirect effect of formative assessment to academic engagement (0.21) and academic procrastination (0.27) was significant.

CONCLUSION

It is recommended according to the results practitioners provide the basis for promoting academic engagement and decrease academic procrastination through the application of formative assessment and Improve classroom goal orientation.

摘要

背景

学术参与和学术拖延是两种行为变量，也是高等教育，特别是医学教育的挑战。本研究的目的是调查形成性评价与伊朗医学生的学术参与和拖延之间的关系中目标定向的中介作用。

方法

本研究为路径类型的相关性研究，于 2021 年采用便利抽样法，对赞詹医科大学的 388 名学生进行了研究。采用目标定向量表（21 项）、课堂评估方法问卷（12 项）、拖延评估量表-学生（44 项）和学生参与量表（10 项）四个问卷收集数据。采用 SPSS-26 和 LISREL-10.2 软件对数据进行分析。

结果

路径分析结果表明，形成性评价对掌握定向（β=0.40）、表现趋近（β=0.14）、回避定向（β=-0.28）、学术参与（β=0.32）和学术拖延（β=0.12）有显著的直接影响。掌握定向（β=0.13）、表现趋近（β=0.12）、回避定向（β=-0.25）对学术参与的方差有显著的直接影响。掌握定向（β=-0.43）、表现趋近（β=-0.15）、回避定向（β=0.30）对学术拖延的方差有显著的直接影响。这些结果证实了直接假设。形成性评价对学术参与（0.21）和学术拖延（0.27）的间接影响是显著的。