目的 分析不同人口学特征下医学生学业拖延的差异;探究同侪压力和学习氛围分别在医学生职业使命感与学业拖延间的调节作用。 方法 2021年7至8月,采用职业使命感量表、学业拖延量表、同侪压力量表、学习氛围量表对国内5所医学院校的2 500名临床医学专业、护理学专业学生进行调研。采用描述性统计分析、独立样本t检验、单因素方差分析、Pearson相关分析、回归分析等方法分析数据。 结果 医学生学业拖延评分为(2.62±0.85)分;单因素分析结果显示:女学生的学业拖延程度高于男学生(P<0.001);二年级和三年级学生的学业拖延程度高于一年级学生(P<0.001);护理学专业学生学业拖延程度高于临床医学专业学生(P<0.001);忽视型家庭教养方式下长大的医学生学业拖延程度最高,权威型家庭教养方式下长大的医学生学业拖延程度最低(P<0.001);非独生子女学生的学业拖延程度高于独生子女学生(P=0.018);非农村生源学生学业拖延程度高于农村生源学生(P=0.013);学生干部与非学生干部的学业拖延程度差异无统计学意义(P=0.309);医学生学业拖延与职业使命感(r=-0.203,P<0.01)、同侪压力(r=-0.249,P<0.01)、学习氛围(r=-0.205,P<0.01)均呈显著负相关;同侪压力(β=0.479,P=0.008)和学习氛围(β=0.423,P=0.013)均能在职业使命感和学业拖延间起调节作用。 结论 医学院校可以从加强医学生职业使命感教育、打造良好学习氛围、合理运用同侪因素等多方面着手,降低学生的学业拖延水平,提高学习效率。
Objective To analyze the differences of academic procrastination among medical students with different demographic characteristics. To explore the moderating effects of peer pressure and learning atmosphere on the relationship between medical students ′ career calling and academic procrastination. Methods From July to August 2021, a total of 2 500 students majoring in clinical medicine and nursing from five medical colleges in China were investigated by using the career calling scale, academic procrastination scale, peer pressure scale and learning atmosphere scale. Descriptive statistical analysis, independent sample t-test, one-way ANOVA, Pearson correlation analysis, regression analysis and other methods were used to analyze the data. Results The total average score of academic procrastination was 2.62±0.85. The results of single factor analysis showed that the academic procrastination of female students was higher than that of male students (P<0.001); the academic procrastination of sophomores and juniors was higher than that of freshmen (P<0.001); the degree of academic procrastination of nursing students was higher than that of clinical medical students (P<0.001). The medical students who grew up under the neglected family upbringing style had the highest degree of academic procrastination, and the medical students who grew up under the authoritative family upbringing style had the lowest degree of academic procrastination (P<0.001). The degree of academic procrastination of non-only children was higher than that of only children (P=0.018); the degree of academic procrastination of medical students from non-rural areas was higher than that of medical students from rural areas (P=0.013); there was no significant difference in the degree of academic procrastination between student cadres and non-student cadres (P=0.309). The academic procrastination of medical students was negatively correlated with career calling (r= -0.203, P<0.01), peer pressure (r= -0.249, P<0.01) and learning atmosphere (r= -0.205, P<0.01). Peer pressure (β=0.479, P=0.008) and learning atmosphere (β=0.423, P=0.013) can play a moderating role between career calling and academic procrastination. Conclusions Medical colleges can reduce students′ academic procrastination and improve learning efficiency by strengthening medical students′ career calling education, creating a good learning atmosphere, and strategically using peer factors.
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