Objective To explore the mediating role of learning strategies among undergraduate students majoring in Chinese medicine between their professional identity and academic achievement. Methods A questionnaire survey was conducted. From November to December 2023, a convenient sampling method was used to select 1 194 undergraduate students majoring in Chinese medicine from 9 universities and colleges nationwide as survey respondents. Their level of professional identity, use of learning strategies, academic achievement, and the relationships among these variables were investigated. Descriptive statistics, t-tests, analysis of variance (ANOVA), Pearson correlation analysis, and other methods used to analyze the data. Results The scores for academic achievement, professional identity, and learning strategies among undergraduate students were 3.38±0.68, 3.88±0.73, and 3.40±0.73, respectively. Professional identity was positively correlated with both learning strategies and academic achievement, r values were 0.616 and 0.576, respectively, both P<0.05.The academic achievement scores are as follows: male students scored (3.44±0.74), female students scored (3.36±0.65), students with a traditional Chinese medicine family background scored (3.56±0.76), those with a Western medicine family background scored (3.48±0.68), and those without a medical family background scored (3.35±0.66). The differences in academic achievement among students of different genders and different family backgrounds are statistically significant (all P<0.05). The mediating effect of learning strategies between professional identity and academic achievement is significant, with an effect value of 0.357, accounting for 67.0% of the total effect of professional identity on academic achievement. Conclusions The overall levels of professional identity, learning strategies, and academic achievement among undergraduate students majoring in Chinese medicine are above average, but students′ academic achievement needs improvement. Differences exist in academic achievement among students, highlighting the need for personalized guidance. Learning strategies play a crucial mediating role between professional identity and academic achievement, suggesting that the cultivation of Chinese medicine students should achieve a comprehensive effect of enhancing both professional identity and the use of learning strategies.
Hu Xinyue
,
Zhai Shuangqing
,
Yuan Na
,
Ye Tongle
,
Jiao Nan
. The mediating role of learning strategies for undergraduate students of traditional Chinese medicine between their professional identity and academic achievements[J]. Chinese Journal of Medical Education, 2025
, 45(5)
: 379
-383
.
DOI: 10.3760/cma.j.cn115259-20240204-00128
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