Chinese Journal of Medical Education

Chinese Journal of Medical Education ›› 2025, Vol. 45 ›› Issue (2): 103-109.DOI: 10.3760/cma.j.cn115259-20231214-00577

• Mental Health Education • Previous Articles     Next Articles

The mediating role of peer pressure and learning atmosphere in the relationship between medical students′ career calling and academic procrastination

Guo Qingfeng1, Tan Hongtao1, Cui Ying2, Zhang Yanxin2, Zhao Chenxi2, Cheng Xinhui2, Meng Qinghui3, Bo Hong1   

  1. 1The First Affiliated Hospital of Harbin Medical University, Harbin 150007, China;
    2Academic Affairs Department of the First Affiliated Hospital of Harbin Medical University, Harbin 150007, China;
    3General Surgery of the First Affiliated Hospital of Harbin Medical University, Harbin 150007, China
  • Received:2023-12-14 Published:2025-01-25
  • Contact: Bo Hong, Email: bohong2247@163.com
  • Supported by:
    Medical Education Branch of the Chinese Medical Association & National Center For Health Professions Education Development -2023 Medical Education Research Project Approval Project (2023B088);Heilongjiang Provincial Education Science ‘14th Five-Year Plan′ 2021 Annual Key Topics (GJB1421271);Harbin Medical University University-level Special Project of “Curriculum-Based Political and Virtuous Awareness” (SZY202006)

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Abstract: 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.

Key words: Students, medical, Academic procrastination, Career calling, Peer pressure, Learning atmosphere

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