Kayama Risa, Suzumura Shota, Koyama Soichiro, Takeda Kazuya, Fujimura Kenta, Ii Takuma, Ota Hirofumi, Tanabe Shigeo, Sakurai Hiroaki, Kanada Yoshikiyo
Graduate School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan.
Faculty of Rehabilitation, School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan.
Fujita Med J. 2025 May;11(2):91-97. doi: 10.20407/fmj.2024-018. Epub 2024 Dec 27.
With the recent progression of a super-aging society in Japan, demand for medical and welfare professionals has increased, and occupational therapists are in great demand. Academic performance is important for occupational therapy and rehabilitation students. The current study aimed to determine the influence of self-esteem and psychological factors on academic performance in Japanese occupational therapy students.
A cross-sectional study was conducted among 60 first-year occupational therapy students (16 male and 44 female) at a private medical university in Japan in June 2022. The State-Trait Anxiety Inventory (STAI) and Beck Depression Inventory Second Edition (BDI-II) were used to assess anxiety and depression symptoms, respectively, and the Rosenberg Self-Esteem Scale (RSES) was used to assess self-esteem.
We identified several factors affecting the examination performance of Japanese occupational therapy students. Self-esteem was significantly associated with examination performance in anatomy 1 (p=0.02, β=0.40). RSES-J social work (p=0.07, β=0.31) and anatomy 2 (p=0.08, β=0.30), STAI-JYZ (p=0.09, β=0.38), and STAI-JYZ rehabilitation medicine (p=0.06, β=0.44), and BDI-II (p=0.08, β=-0.43) showed no significant effects but exhibited a trend toward an association.
Understanding the role of psychological aspects and self-esteem is important for constructing systems to support first-year university students. Furthermore, the development of psychological aspects and self-esteem is essential for improving the academic performance of occupational therapy students, and it is crucial to establish educational programs and support systems.
随着日本超老龄化社会的近期发展，对医疗和福利专业人员的需求增加，职业治疗师的需求量很大。学业成绩对职业治疗和康复专业的学生很重要。本研究旨在确定自尊和心理因素对日本职业治疗专业学生学业成绩的影响。
2022年6月，对日本一所私立医科大学的60名一年级职业治疗专业学生（16名男性和44名女性）进行了横断面研究。分别使用状态-特质焦虑量表（STAI）和贝克抑郁量表第二版（BDI-II）评估焦虑和抑郁症状，并使用罗森伯格自尊量表（RSES）评估自尊。
我们确定了几个影响日本职业治疗专业学生考试成绩的因素。自尊与解剖学1的考试成绩显著相关（p=0.02，β=0.40）。RSES-J社会工作（p=0.07，β=0.31）和解剖学2（p=0.08，β=0.30）、STAI-JYZ（p=0.09，β=0.3）和STAI-JYZ康复医学（p=0.06，β=0.44）以及BDI-II（p=0.08，β=-0.43）没有显著影响，但呈现出关联趋势。
了解心理方面和自尊的作用对于构建支持一年级大学生的系统很重要。此外，心理方面和自尊的发展对于提高职业治疗专业学生的学业成绩至关重要，建立教育项目和支持系统至关重要。
