医学生一般自我效能感与终身学习态度关系分析

丁宁; $2; 吕金鑫; 闻德亮

引用本文：丁宁马媛吕金鑫闻德亮.医学生一般自我效能感与终身学习态度关系分析[J].中华医学教育探索杂志,2018,17(10):1018-1021

医学生一般自我效能感与终身学习态度关系分析

Analysis on the relationship between general self-efficacy and life-long learning orientation in medical students

DOI：

中文关键词: 医学生一般自我效能感终身学习态度

英文关键词:Medical students General self-efficacy Life-long learning orientation

基金项目:

作者	单位
丁宁马媛吕金鑫闻德亮	Institute for International Health Professions Education and Research of China Medical University, Shenyang 110122, China (Ding N, Lü JX, Wen DL) Department of Enrollment and Career of China Medi-cal University, Shenyang 110122, China (Ma Y)

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中文摘要:

目的分析某医学院校临床医学专业学生的一般自我效能感与终身学习态度关系，为今后改善医学生终身学习态度提供科学依据。方法于2015年3月，采用整群抽样的方法，抽取该院校全部临床医学专业五年级学生822人进行问卷调查，回收有效问卷748份。主要测量工具包括一般自我效能感量表（General Self-efficacy Scale，GSES）和杰弗逊终身学习量表医学生版（Jefferson Scale of Physician lifelong learning Student Version，JSPLL-S）。统计方法为多元线性回归分析。结果医学生的一般自我效能感与终身学习态度之间存在显著的正相关关系（?茁＝0.53，Ｐ＝0.0０）。而且终身学习态度的三个维度均与一般自我效能感显著相关，根据相关性强度排序，分别为学习机会关注度（?茁＝0.53，Ｐ＝0.0０）、信息素养（?茁＝0.47，Ｐ＝0.0０）和学习信念和动机（?茁＝0.31，Ｐ＝0.0０）。研究结果还显示，这些相关性的显著性和强度与个人的特征属性无关。结论医学生的一般自我效能感与其终身学习态度有着很大的影响，提升医学生的一般自我效能感可能是一个改善医师终身学习态度的有效策略。

英文摘要:

Objective To analyze the relationship between general gelf-efficacy and life-long learn-ing orientation in medical students of a university for providing scientific evidence for the improvement of their life-long learning orientation. Methods In March 2015, all the fifth grade medical students, altogether 822, were invited to participate in the survey and 748 questionnaires were collected effectively. The instru-ments employed were General Self-efficacy Scale (GSES) and Jefferson Scale of Physician Life-Long Learning Student Version in Chinese (JSPLL-S). The relationship was analyzed by using multiple linear regression. Results The general self-efficacy and life-long learning orientation in medical students had significantly positive correlation ( ?茁＝0.53，Ｐ=0.00). Furthermore the general self-efficacy was significantly correlated with each sub-domain of life-long learning orientation, specifically attention to learning opportunity ( ?茁＝0.53，Ｐ=0.00), technical skills in information seeking ( ?茁＝0.47，Ｐ=0.00) and learning beliefs and motivation ( ?茁＝0.31，Ｐ=0.00) respectively. The results also indicated that the magnitude and significance of these corre-lations were independent from the individual characteristics. Conclusion Medical students' general self-efficacy greatly affects their life-long learning orientation. Thus, the strategy aiming at improving students' general self-efficacy could be affective for the development of life-long learning orientation.

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