人口统计学和社会心理因素在学业成绩中的作用：来自一项针对物理治疗与康复专业学生的横断面研究的见解。

The role of demographic and psychosocial factors in academic achievement: insights from a cross-sectional study on physiotherapy and rehabilitation students.

作者信息

Keles Muserrefe Nur, Yesiloglu Anil, Inal Ozun Ozgu

机构信息

Department of Physiotherapy and Rehabilitation, Gazi University, Faculty of Health Sciences, Ankara, Turkey.

Department of Neurological Physiotherapy and Rehabilitation, Gulhane Faculty of Physiotherapy and Rehabilitation, Health Sciences University, Ankara, Turkey.

出版信息

BMC Med Educ. 2025 Mar 10;25(1):361. doi: 10.1186/s12909-025-06958-6.

DOI:10.1186/s12909-025-06958-6

PMID:40065347

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11895302/

Abstract

BACKGROUND

Academic success is a multifaceted outcome influenced by various demographic and psychosocial factors. Understanding these determinants is essential for developing effective interventions, particularly in demanding disciplines such as physiotherapy and rehabilitation. This cross-sectional study examined the relationship between academic performance and demographic and psychosocial variables among undergraduate physiotherapy students.

METHODS

Data on students' age, gender, years of education, relationship status, parental status, monthly income, and residence status were collected. Academic success was assessed using grade point average (GPA). Psychosocial variables were measured using validated Turkish versions of the following scales: Rosenberg Self-Esteem Scale for self-esteem, Empathy Assessment Scale for empathy, Social Emotional Competence Questionnaire for social and emotional competence, Warwick-Edinburgh Mental Well-Being Scale for mental well-being, State and Trait Anxiety Inventory for anxiety, UCLA Loneliness Scale Short Form for loneliness, Adult Motivation Scale for motivation, and Satisfaction with Life Scale for life satisfaction. Statistical analyses, including Pearson and Spearman correlations, multiple linear regression, and independent t-tests, were conducted using SPSS 25.0.

RESULTS

A total of 256 students (female/male = 187/69) participated in the study. Significant relationships were observed between GPA and gender, monthly income, anxiety levels, and loneliness levels. Multiple regression analysis revealed that 44.0% of the variance in GPA was explained by anxiety (R²=0.31, p < 0.001), loneliness (R²=0.11, p < 0.001), and gender (R²=0.02, p = 0.002). Female students outperformed their male counterparts in academic success (p < 0.05).

CONCLUSIONS

This study emphasizes the significant influence of demographic and psychosocial factors on the academic performance of physiotherapy students. Interventions aimed at reducing financial stress, anxiety, and loneliness may improve academic outcomes. Future research should explore these factors in diverse educational settings and over time to better support student success in healthcare education.

CLINICAL TRIAL NUMBER

NCT06534879 (registration date: 2024-07-30), retrospectively registered.

摘要

背景

学业成功是一个多方面的结果，受到各种人口统计学和心理社会因素的影响。了解这些决定因素对于制定有效的干预措施至关重要，特别是在物理治疗和康复等要求较高的学科中。这项横断面研究调查了本科物理治疗专业学生的学业成绩与人口统计学和心理社会变量之间的关系。

方法

收集了学生的年龄、性别、受教育年限、恋爱状况、父母状况、月收入和居住状况等数据。学业成功用平均绩点（GPA）来评估。心理社会变量使用以下量表的经过验证的土耳其语版本进行测量：用于自尊的罗森伯格自尊量表、用于同理心的同理心评估量表、用于社会和情感能力的社会情感能力问卷、用于心理健康的沃里克 - 爱丁堡心理健康量表、用于焦虑的状态和特质焦虑量表、用于孤独感的加州大学洛杉矶分校孤独量表简版、用于动机的成人动机量表以及用于生活满意度的生活满意度量表。使用SPSS 25.0进行了包括皮尔逊和斯皮尔曼相关性分析、多元线性回归分析以及独立样本t检验在内的统计分析。

结果

共有256名学生（女/男 = 187/69）参与了该研究。观察到GPA与性别、月收入、焦虑水平和孤独感水平之间存在显著关系。多元回归分析显示，GPA方差的44.0%可由焦虑（R² = 0.31，p < 0.001）、孤独感（R² = 0.11，p < 0.001）和性别（R² = 0.02，p = 0.002）解释。在学业成绩方面，女生表现优于男生（p < 0.05）。

结论

本研究强调了人口统计学和心理社会因素对物理治疗专业学生学业成绩的重大影响。旨在减轻经济压力、焦虑和孤独感的干预措施可能会改善学业成果。未来的研究应在不同的教育环境中并随着时间推移探索这些因素，以更好地支持学生在医疗保健教育中的成功。临床试验编号：NCT06534879（注册日期：2024 - 07 - 30），回顾性注册。