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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
2024, 44 (11):
858-863.
DOI: 10.3760/cma.j.cn115259-20230801-00075
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.
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