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目的探讨医学新生学习动机等因素与学业情绪的关系,为医学生心理健康教育提供依据。方法采用大学生一般学业情绪问卷、学习动机量表和一般状况调查表,对223名医学新生进行测查,利用SPSS和AMOS进行统计分析。结果本科与高职新生消极高唤醒情绪差异有统计学意义(P﹤0.05);医学新生学业情绪与内生动机、外生动机、性别(P值均﹤0.01)、学历层次(P﹤0.05)呈显著正相关,与朋友关系满意度呈显著负相关(P﹤0.01);内生动机、外生动机、朋友关系满意度及父母教养方式能够有效预测医学新生的学业情绪,外生动机、学历层次及朋友关系满意度可预测消极高唤醒情绪,关注人际竞争、挑战性及性别可预测积极高唤醒情绪,挑战性、选择简单任务及朋友关系满意度可预测消极低唤醒情绪,挑战性和朋友关系满意度可预测积极低唤醒情绪。结论结构方程建模为学习动机等因素影响医学新生的学业情绪提供了数据支撑,激发医学生学习动机对改善学业情绪有积极意义。
Objective To explore the relationship between learning freshmen ’s motivation and other factors and their academic mood, and to provide evidences for medical students’ psychological health education. Methods A total of 223 medical freshmen were surveyed using the General Academic Emotional Questionnaire, Learning Motivation Inventory and General Condition Questionnaire, and SPSS and AMOS were used for statistical analysis. Results There was a significant difference in negative arousal mood between freshmen and undergraduates (P <0.05). There was no significant difference between the freshmen arousal and motivation (P <0.05) (P <0.01). The endogenous motivation, extrinsic motivation, friend relationship satisfaction and parental rearing patterns can effectively predict the medical sentiment, extrinsic motivation and educational level of medical freshmen Level and friendships Predictable Negative Arousal, Concerned about Interpersonal Competition, Challenging and Gender Predictable Positive High Arousal, Challenging, Choosing Simple Tasks and Friends Relationship Satisfaction Predictable Negative Low Arousal, Challenging and Friends Relationship satisfaction predicts positive and low arousal. Conclusion The structural equation modeling provided the data support for the academic sentiment of medical freshmen, such as learning motivation and so on. It is of positive significance to stimulate medical students’ learning motivation to improve their academic sentiment.