Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2024 , Vol. 44 >Issue 11: 858 - 863

DOI: https://doi.org/10.3760/cma.j.cn115259-20230801-00075

An investigation into the relationship between learning engagement, self-efficacy, and satisfaction among medical master's degree students from a curricular perspective

  • Jiang Wei ,
  • Jin Xin ,
  • Yi Lisha ,
  • Shi Peiyao ,
  • Li Jingrui ,
  • Liu Mengquan ,
  • Yan Qi ,
  • Zhu Quanrong ,
  • Jia Jinzhong
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  • 1Master Degree Candidate, Public Health Major, Enrolled in 2022, School of Medicine, Shihezi University, Shihezi 832003, China;
    2Branch Society Secretariat Office, Graduate School of Peking University Health Science Center, Beijing 100191, China;
    3Office of Graduate Student Management and Discipline Development, School of Medicine, Shihezi University, Shihezi 832003, China;
    4Master Degree Candidate, Public Health, Enrolled in 2022, School of Public Health, Peking University, Beijing 100191, China;
    5Master Degree Candidate, Public Health, Enrolled in 2023, School of Public Health, Peking University, Beijing 100191, China;
    6Office of Supervision and Inspection, Guiyang Municipal Supervision Bureau, Guiyang 550081, China

Received date: 2023-08-01

  Online published: 2024-10-29

Supported by

University-Industry Collaborative Education Program of the Ministry of Education (202101050001)

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Abstract

Objective Based on the theoretical frameworks of learning engagement, self-efficacy, and satisfaction, this study explored the influence of course learning engagement on course satisfaction and the mediating role of course self-efficacy among medical master's degree graduates to improve the quality of medical master's degree training. Methods From June to July 2021, a self-administered questionnaire was used to investigate and analyze the course learning engagement, course self-efficacy, and course satisfaction of 9,262 recent master's degree graduates in medicine from 74 institutions across China. The entropy weighting method was used to calculate the weights of the indicators and to construct composite scores for course learning engagement, course self-efficacy, and course satisfaction. T-tests or ANOVA were used to compare the differences in scores among different demographic groups; Pearson correlation analysis was conducted to explore the correlations among the three scores; and finally, the mediating role of course self-efficacy was examined using hierarchical regression analysis. Results The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were (3.87±0.77), (3.85±0.75), and (3.84±0.86), respectively. There was a positive correlation between course learning engagement and course self-efficacy (r=0.94, P＜0.05) as well as between course learning engagement and course satisfaction (r=0.73, P<0.05). Course self-efficacy was also positively correlated with course satisfaction (r=0.73, P<0.05). Course learning engagement positively influenced course satisfaction, with course self-efficacy playing a partial mediating role (β=0.421, P<0.001). Conclusions The scores for course learning engagement, course self-efficacy, and course satisfaction among medical master's degree students were all at moderately high levels. Course learning engagement positively influenced course satisfaction, and course self-efficacy partially mediated the relationship between course learning engagement and course satisfaction. To enhance graduate students' course satisfaction, medical schools should focus on individual students' learning behaviors and confidence.

Key words： Questionnaires; Master of medicine; Course learning engagement; Course satisfaction; Self-efficacy; Mediating role

Cite this article

Jiang Wei , Jin Xin , Yi Lisha , Shi Peiyao , Li Jingrui , Liu Mengquan , Yan Qi , Zhu Quanrong , Jia Jinzhong . An investigation into the relationship between learning engagement, self-efficacy, and satisfaction among medical master's degree students from a curricular perspective[J]. Chinese Journal of Medical Education, 2024 , 44(11) : 858 -863 . DOI: 10.3760/cma.j.cn115259-20230801-00075

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