中医学专业本科生学习策略在其专业认同与学业成就之间的中介作用

doi:10.3760/cma.j.cn115259-20240204-00128

摘要/Abstract

摘要： 目的探究中医学专业本科生学习策略在其专业认同与学业成就之间的中介作用。方法采用问卷调查法。2023年11至12月,采用方便抽样方法选取全国9所院校1 194名中医学专业本科生为调查对象,调查其专业认同感、学习策略运用水平和学业成就水平,采用描述性统计、t检验、方差分析、Pearson相关性分析、Bootstrap方法对数据进行分析。结果中医学专业本科生学业成就、专业认同、学习策略评分分别为(3.38±0.68)分、(3.88±0.73)分、(3.40±0.73)分,专业认同与学习策略和学业成就呈正向相关(r值分别为0.616、0.576,均P＜0.05)。学业成就评分,男生(3.44±0.74)分,女生(3.36±0.65)分,家庭具有中医学背景的(3.56±0.76)分,具有西医学背景的(3.48±0.68)分,不具有医学背景的(3.35±0.66)分,不同性别和不同家庭背景学生评分差异具有统计学意义(均P＜0.05)。学习策略在专业认同与学业成就之间的中介效应值为0.357,占专业认同对学业成就影响总效应的67.0%。结论中医学专业本科生专业认同、学习策略、学业成就总体处于中等偏上水平,相对而言,学业成就水平有待提高。不同性别和家庭背景学生的学业成就存在差异,应当加强学生个性化指导。学习策略在专业认同与学业成就之间发挥着重要的中介作用,学生培养应关注专业认同感提升和学习策略运用水平提高的综合效应。

关键词: 医学生, 中医学, 专业认同, 学习策略, 学业成就

Abstract: Objective To explore the mediating role of learning strategies among undergraduate students majoring in Chinese medicine between their professional identity and academic achievement. Methods A questionnaire survey was conducted. From November to December 2023, a convenient sampling method was used to select 1 194 undergraduate students majoring in Chinese medicine from 9 universities and colleges nationwide as survey respondents. Their level of professional identity, use of learning strategies, academic achievement, and the relationships among these variables were investigated. Descriptive statistics, t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and other methods used to analyze the data. Results The scores for academic achievement, professional identity, and learning strategies among undergraduate students were 3.38±0.68, 3.88±0.73, and 3.40±0.73, respectively. Professional identity was positively correlated with both learning strategies and academic achievement, r values were 0.616 and 0.576, respectively, both P<0.05.The academic achievement scores are as follows: male students scored (3.44±0.74), female students scored (3.36±0.65), students with a traditional Chinese medicine family background scored (3.56±0.76), those with a Western medicine family background scored (3.48±0.68), and those without a medical family background scored (3.35±0.66). The differences in academic achievement among students of different genders and different family backgrounds are statistically significant (all P<0.05). The mediating effect of learning strategies between professional identity and academic achievement is significant, with an effect value of 0.357, accounting for 67.0% of the total effect of professional identity on academic achievement. Conclusions The overall levels of professional identity, learning strategies, and academic achievement among undergraduate students majoring in Chinese medicine are above average, but students′ academic achievement needs improvement. Differences exist in academic achievement among students, highlighting the need for personalized guidance. Learning strategies play a crucial mediating role between professional identity and academic achievement, suggesting that the cultivation of Chinese medicine students should achieve a comprehensive effect of enhancing both professional identity and the use of learning strategies.

Key words: Students, medical, Traditional Chinese medicine, Professional identity, Learning strategies, Student achievement

中图分类号:

R-05

胡鑫悦, 翟双庆, 袁娜, 叶同乐, 焦楠. 中医学专业本科生学习策略在其专业认同与学业成就之间的中介作用[J]. 中华医学教育杂志, 2025, 45(5): 379-383.

Hu Xinyue, Zhai Shuangqing, Yuan Na, Ye Tongle, Jiao Nan. The mediating role of learning strategies for undergraduate students of traditional Chinese medicine between their professional identity and academic achievements[J]. Chinese Journal of Medical Education, 2025, 45(5): 379-383.

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