Objective To explore the correlations among learning belief, professional identity, learning satisfaction and learning outcome of medical students. Methods From October 2021 to April 2023, 240 medical students from Wuhan University were selected as the research subjects by cluster sampling method, and a cross-sectional survey was conducted on their learning belief, professional identity, learning satisfaction and learning outcome. Pearson correlation analysis was used to explore the correlation between potential variables, further assuming their action paths, and verifying them by structural equation modeling. Results The scores of learning belief, professional identity, learning satisfaction and learning outcome of medical students were (137.41±15.62), (120.14±16.54), (64.13±10.16), and (57.31±7.99), respectively, with significant positive correlations among the variables (r = 0.50~0.68, all P<0.05). Learning belief (β= 0.63, P<0.001) and professional identity (β=0.30, P=0.007) had direct positive effects on learning outcome, professional identity had an indirect positive effect (β=0.50, P<0.001) on learning outcome through learning belief, and learning satisfaction had an indirect positive effect (β= 0.64, P<0.001) on learning outcome through professional identity. Conclusions Learning belief and professional identity have direct positive effects on learning outcome, and learning satisfaction has an indirect positive effect on learning outcome.
Wu Ruiyan
,
Zhang Miao
,
Zhou Qing
,
Zhu Junyong
,
Yan Hong
,
Liu Qing
. A research on the correlations among learning belief, professional identity, learning satisfaction and learning outcome of medical students[J]. Chinese Journal of Medical Education, 2025
, 45(1)
: 38
-43
.
DOI: 10.3760/cma.j.cn115259-20230919-00271
[1] 胡万山, 李庆丰. 大学生学习收获状况及提升策略研究——以北京13所高校为例 [J]. 北京科技大学学报(社会科学版), 2022, 38(5): 500-509. DOI:10.19979/j.cnki.issn10082689.2022040070.
[2] 杨院. 以学习投入为中介:学生学习信念影响学习收获的机制探究——以“985高校”本科生为例的分析 [J]. 高教探索, 2016(3): 75-78. DOI: 10.3969/j.issn.1673-9760.2016.03.013.
[3] 张丽, 王林召. 大学生学习动机与学习信念:自我导向学习的中介作用 [J]. 校园心理, 2022, 20(4): 282-285. DOI:10.19521/j.cnki.1673-1662.2022.04.008.
[4] 秦攀博. 大学生专业认同的特点及其相关研究 [D]. 重庆: 西南大学, 2009.
[5] 郭敏. 康复心理学课程学习效果的相关因素——基于医学生专业认同度和学习适应性的实证研究 [J]. 教育教学论坛, 2020(32): 312-314. DOI:CNKI:SUN:JYJU.0.2020-32-130.
[6] 刘选会, 钟定国, 行金玲. 大学生专业满意度、学习投入度与学习效果的关系研究 [J]. 高教探索, 2017(2): 58-63. DOI: 10.3969/j.issn.1673-9760.2017.02.011.
[7] 穆兰兰, 魏红. 大学生自我报告的学习结果和学校满意度的关系研究 [J]. 复旦教育论坛, 2015, 13(2): 38-43. DOI:10.13397/j.cnki.fef.2015.02.007.
[8] 张建育, 李丹. 大学生的专业认同及其与成就动机、学习满意度关系 [J]. 中国健康心理学杂志, 2016, 24(4): 562-565. DOI:10.13342/j.cnki.cjhp.2016.04.022.
[9] 卢丽君. 我国大学生学习信念的实证研究 [D]. 厦门: 厦门大学, 2014.
[10] 陈娜. 本科生专业认同现状及其对策研究——以湘潭地区为例 [D]. 湘潭: 湖南科技大学, 2016.
[11] 郝建春. 生活压力、负向情绪调整、学习满意度与学习绩效关系研究 [D]. 天津: 天津大学, 2006.
[12] 王芳. 不同类型高校大学生的学习收获研究——基于NCSS调查数据分析 [D]. 厦门: 厦门大学, 2014.
[13] 李佳佳, 方峰, 李梦斐, 等. 疫情期间山东某高校预防医学本科生在线学习投入与学习收获的影响因素 [J]. 山东大学学报(医学版), 2021, 59(1): 115-121. DOI:10.6040/j.issn.1671-7554.0.2020.1078.
[14] “基于学习模式形成机理的本科生培养质量提升路径研究”成果报告 [J]. 大学(研究版), 2018(9): 85-91.
[15] 张微,张露,夏琳钦,等.医学生的专业认同、学业自我效能感与学习倦怠的关系[J].邵阳学院学报(自然科学版),2021,18(5):93-100.
[16] 于晨, 刘霞, 陶立元, 等. 新型冠状病毒肺炎疫情背景下公共卫生与预防医学专业本科生职业认同现状调查 [J]. 中国公共卫生, 2021, 37(6): 986-989. DOI: 10.11847/zgggws1134642.
[17] 陈育德. 公共卫生与预防医学专业教育教学改革的思考 [J]. 中华预防医学杂志, 2021, 55(2): 277-279. DOI: 10.3760/cma.j.cn112150-20201215-01452.
[18] 宋丹,曾剑雄.第二课堂、学习满意度与大学生核心竞争力关系的实证研究[J].大学教育科学,2018(5):21-29.
[19] 王诗瑜,臧爽,杨肖依. 护理本科生学习收获与学习信念、专业认同及学习满意度关系的研究[J]. 中华现代护理杂志,2019,25(8):1040-1043. DOI:10.3760/cma.j.issn.1674-2907.2019.08.029.
