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.
Lu Xiaoyu
,
Li Qinglin
,
Zhang Shue
,
Wang Lihua
. The association among achievement goal orientations, academic procrastination, and academic performance of clinical medical students[J]. Chinese Journal of Medical Education, 2021
, 41(12)
: 1105
-1109
.
DOI: 10.3760/cma.j.cn115259-20210730-00951
[1] 郑智聪. 我国研究生教育质量评估制度研究[D]. 南京:南京师范大学, 2020.
[2]赵霞, 张传花. 大学生学习拖延现状研究[J]. 山东理工大学学报 (社会科学版), 2009, 25 (2): 90-92. DOI: 10.3969/j.issn.1672-0040.2009.02.019.
[3]钟琳. 非英语专业大学生动机调控策略、学业拖延和英语成绩关系研究[J]. 高教探索, 2017 (11): 58-63. DOI: 10.3969/j.issn.1673-9760.2017.11.009.
[4]Ellis A, Knaus W. Overcoming procrastination[M]. New York: Institute for Rational Living, 1977: 341-356.
[5]陈保华. 大学生学习拖延初探[D]. 上海:华东师范大学, 2007.
[6]霍丹.大学生学业拖延现状及对策研究[J]. 沈阳工程学院学报(社会科学版), 2020, 16 (3): 121-126. DOI: 10.13888/j.cnki.jsie(ss).2020.03.024.
[7]彭欣, 汤晓林, 袁园, 等. 医学生学业拖延与学业自我效能感、情绪智力的关系[J]. 中国健康心理学杂志, 2016,24 (9): 1406-1409. DOI: 10.13342/j.cnki.cjhp.2016.09.032.
[8]陈玲萍, 彭灿华. 高校学生学习成绩预警系统设计与实现[J]. 信息与电脑, 2019 (16): 66-68.
[9]Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior [M].Boston, MA: Springer, 1985: 34-41.
[10] 刘追, 池国栋. 员工志愿行为的过程机理研究——基于“动机-行为-结果”动态性视角的案例研究[J]. 中国人力资源开发, 2019, 36 (1): 138-151. DOI: 10.16471/j.cnki.11-2822/c.2019.01.011.
[11] Nicholls JG. Achievement motivation:conceptions of ability, subjective experience, task choice, and performance[J]. Psychological Review, 1984, 91 (3): 328-346. DOI: 10.1037/0033-295X.91.3.328.
[12] Elliot AJ, Harackiewicz JM. Approach and avoidance achievement goals and intrinsic motivation: a mediational analysis[J]. Journal of Personality & Social Psychology, 1996, 70 (3): 461-475. DOI: 10.1037/0022-3514.70.3.461.
[13] 王雁飞, 李云健, 黄悦新. 大学生心理资本、成就目标定向与学业成就关系研究[J]. 高教探索, 2011(6): 128-136,148. DOI: 10.3969/j.issn.1673-9760.2011.06.025.
[14]Yockey RD. Validation of the short form of the Academic Procrastination Scale[J]. Psychol Rep, 2016,118(1):171-179. DOI: 10.1177/0033294115626825.
[15] 黄庆双, 李玉斌, 任永功,等. 大学生成就目标定向对在线学习投入影响研究:学业拖延的中介作用[J]. 现代远距离教育, 2019 (5): 77-85. DOI: 10.3969/j.issn.1001-8700.2019.05.010.
[16] 杨雪, 陈海苗, 黄水平. 医学生成就目标定向和时间管理的调查分析[J]. 饮食保健, 2018, 5 (36): 279-280. DOI: 10.3969/j.issn.2095-8439.2018.36.360.
[17] 胡金生, 黄希庭. 自谦:中国人一种重要的行事风格初探[J]. 心理学报, 2009, 41 (9): 842-852. DOI: 10.3724/SP.J.1041.2009.00842.
[18] 张茜. 本科、专科医学生学业拖延的现状及其影响因素分析[J]. 教育观察, 2021, 10 (18): 8-10. DOI: 10.16070/j.cnki.cn45-1388/g4s.2021.18.003.
[19] 石海英, 周成超, 郭春晓,等. 某高校医学生拖延心理调查[J]. 中国公共卫生, 2013, 29 (9): 1366-1367. DOI: 10.11847/zgggws2013-29-09-37.
[20] 安心, 贾思蕾. 研究生学业质量研究——成就目标定向对研究生学业拖延的影响[J]. 现代大学教育, 2018(3): 73-78. DOI: 10.3969/j.issn.1671-1610.2018.03.010.
[21]Zung WW, Richards CB, Short MJ. Self-rating depression scale in an outpatient clinic. Further validation of the SDS[J]. Arch Gen Psychiatry, 1965,13(6):508-515. DOI: 10.1001/archpsyc.1965.01730060026004.
[22] 林琳, 白新文. 基于计划行为理论的大学生学业拖延行为研究[J]. 中国临床心理学杂志, 2014, 22 (5): 855-859,863. DOI: 10.16128/j.cnki.1005-3611.2014.05.068.
[23]Steel P. The nature of procrastination: a meta-analytic and theoretical review of quintessential self-regulatory failure[J]. Psychol Bull, 2007,133(1):65-94. DOI: 10.1037/0033-2909.133.1.65.
[24] Alhadabi A, Karpinski AC. Grit, self-efficacy, achievement orientation goals, and academic performance in university students[J]. International Journal of Adolescence and Youth, 2020 25(1): 519-535. DOI: 10.1080/02673843.2019.1679202.
[25] Chan KW, Wong AKY, Lo ESC. Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students[J]. The Asia-Pacific Education Researcher, 2012, 21 (2): 230-243. DOI: 10.1017/S0261444812000080.
[26] 黄海雁, 许国成, 付莹. 大学生成就目标定向与学习投入的关系:时间管理倾向的中介作用[J]. 心理学探新, 2017, 37 (4): 375-379.
[27] Heta Tuominen-Soini, Katariina Salmela-Aro, Markku Niemivirta. Achievement goal orientations and academic well-being across the transition to upper secondary education[J]. Learning and Individual Differences, 2012, 22 (3): 290-305. DOI: 10.1016/j.lindif.2012.01.002.
