Grover P L, Smith D U
J Med Educ. 1981 Sep;56(9 Pt 1):727-36. doi: 10.1097/00001888-198109000-00004.
Programs designed to assist medical students in academic difficulty typically fail to consider the importance of such factors as academic anxiety and the individual's mechanisms for coping with stress. The authors have addressed this issue by examining relationships among prior achievement, academic anxiety, locus of control, and performance in the first year of medical school. Academic anxiety not only was found to be significantly related to first year performance, but also, when combined with a measure of prior achievement, resulted in a significant increase in prediction. Additional evidence is presented which suggests that the relationship between academic anxiety and achievement may be curvilinear. Locus of control was found to correlate significantly with academic anxiety and tended to shift in a direction of greater externality during the first year of medical school. Findings are discussed within the framework of existing psychological research, and implications are presented for medical admissions, curricula, and counseling.
旨在帮助学业困难医学生的项目通常未能考虑到诸如学业焦虑以及个体应对压力的机制等因素的重要性。作者通过研究医学院第一年的先前成绩、学业焦虑、控制点和表现之间的关系来解决这一问题。研究发现，学业焦虑不仅与第一年的表现显著相关，而且与先前成绩的衡量指标相结合时，预测能力会显著提高。还提供了其他证据表明学业焦虑与成绩之间的关系可能是曲线关系。控制点与学业焦虑显著相关，并且在医学院第一年倾向于向更具外部性的方向转变。研究结果在现有心理学研究的框架内进行了讨论，并对医学招生、课程设置和咨询提出了启示。
