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目的探讨医学生无聊倾向性与学习动机、核心自我评价之间的关系,为医学生无聊情绪的干预提供线索与依据。方法采用分层整群抽样方法,从宁夏某医科院校随机抽取1 667名学生进行问卷调查。结果医学生无聊倾向性在性别、年级及不同专业满意度间的差异均有统计学意义(P值均<0.05);医学生无聊倾向性总分及内、外部刺激两维度与学习动机总分及各维度、核心自我评价之间均存在负相关关系(P值均<0.01);核心自我评价、学习动机能力追求维度可联合显著预测无聊倾向性45.8%的变异量;核心自我评价在学习动机与大学生无聊倾向性间起部分中介作用,中介效应占总效应的59.4%。结论医学生无聊倾向性与学习动机、核心自我评价之间关系密切。应引导和激发医学生的学习动机,帮助其建立积极的自我评价,减少无聊体验。
Objective To explore the relationship between the boring tendency of medical students and the motivation and core self-evaluation of medical students, and to provide clues and evidences for the intervention of the boredom of medical students. Methods A stratified cluster sampling method was used to randomly select 1 667 students from a medical school in Ningxia to conduct a questionnaire survey. Results There was significant difference in the tendency of boring tendency of medical students between gender, grade and satisfaction of different professions (P <0.05). The score of boring tendency of medical students and the two dimensions of internal and external stimuli and the score of learning motivation (P <0.01). Core self-evaluation and learning motivation ability pursuit dimension can significantly predict the variation of 45.8% of boring tendencies. The core self-evaluation has a negative correlation with learning motivation And boring tendencies among college students play a part of the intermediary role, the intermediary effect accounted for 59.4% of the total effect. Conclusion The relationship between boring tendency of medical students and learning motivation and core self-evaluation is close. Should guide and motivate medical students motivation to learn, to help them establish a positive self-evaluation, reduce boring experience.