目的 探讨成就目标定向对临床医学专业学生学业拖延和学习成绩的影响。方法 2019年5月,选择多阶段分层方便抽样方法,对黑龙江省4所医学院校的2 555名临床医学专业学生进行在线调查。采用Pearson相关分析和多元线性回归分析的方法来探究成就目标定向对学生学业拖延行为和学习成绩的影响。结果 统计结果显示,学生掌握目标定向评分为(3.86±0.66)分;成绩-接近目标定向和成绩-回避目标定向评分分别为(3.45±0.79)分、(3.48±0.74)分;学业拖延评分为(2.67±0.91)分。学生的掌握目标定向负向预测其学业拖延,成绩-回避目标定向正向预测其学业拖延;学生的掌握目标定向和成绩-接近目标定向正向预测其学习成绩,成绩-回避目标定向负向预测其学习成绩(均P<0.01)。结论 不同类型的成就目标定向对临床医学专业学生学业拖延行为和学习成绩的影响不同。成绩-接近目标定向的学生学习成绩更优秀;驱动学生的掌握目标定向能够缓解学生的学业拖延行为和改善学生的学习成绩;而成绩-回避目标定向的学生学业拖延更严重,学习成绩不佳。建议临床医学专业学生建立以掌握目标定向为主导的多元成就目标定向。
Objective To explore the influence of achievement goal orientations on academic procrastination and academic performance among clinical medical students. Methods The multi-stage stratified convenient sampling method was used to conduct an online survey in May 2019. A total of 2 555 clinical medical students from four domestic medical universities in Heilongjiang province participated in the survey. Pearson correlation analysis and multiple linear regression were used to analyze the association of achievement goal orientations on students' academic procrastination behavior and academic performance. Results The results showed that the score of students' mastery goals was (3.86±0.66). The scores of performance-approach goals and performance-avoidance goals were (3.45±0.79) and (3.48±0.74) respectively. The score of academic procrastination was (2.67±0.91). The mastery goals were negatively associated with academic procrastination of clinical medical students. The performance-avoidance goals were positively associated to their performance-avoidance goals. The mastery goals and performance-approach goals were positively associated with academic performance among clinical medical students. The performance-avoidance goals were negatively associated with their academic performance (all P<0.01). Conclusions Different types of achievement goal orientations have different associations with academic procrastination and academic performance of clinical medical students. The clinical medical students who have performance-approach goals have better academic performance. The mastery goals can alleviate academic procrastination and enhance academic performance among clinical medical students, while clinical medical students who have performance-avoidance goals have more significant academic procrastination and poor academic performance. It is suggested that clinical medical students should establish multiple achievement goal orientations dominated by mastery goals.
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