成人高等教育医学本科生学习动机及其影响因素

发布时间：2018-07-23 18:05

【摘要】：目的:通过将成人高等教育医学本科生学习动机和普通全日制医学专业本科生进行比较研究,分析高校中成人教育学生和普通大学生在学习动机相关影响因素的差异,进而提出增强成教学生学习效果的相关建议。方法:采用分层整群抽样的方法在安徽医科大学、皖南医学院两所医学院校的临床医学本科和护理学本科专业中抽取成人教育和普通全日制教育的大学生进行问卷调查。调查内容包括一般人口学特征、学习动机情况、学习效果满意情况、一般自我效能情况。收集328名成人高等教育医学本科学生与324名专业、年级相匹配的普通高等教育医学本科生进行比较研究。采用T检验、相关分析、回归分析等统计方法对所获得数据进行统计分析。结果:1、在被调查的652名大学生中,成教生学习动机各层面均明显高于普教生,差异均有高度统计学意义(P0.01)。不同性别、不同年级、不同专业的成教生学习动机总分及内外动机分量表得分均高于普教生,除成教低年级与普教低年级学习动机差异无统计学意义(P0.05)外,其他均有高度统计学差异(P0.01)。2、成教、普教男生的内在学习动机得分均显著高于女生,外在学习动机差异不显著。进一步研究发现,成教男生挑战性、追求回报评分明显高于女生,依赖他人评价得分明显低于女生,差异有统计学意义(P0.05)。在P0.05水平下,不同年龄段成教生的学习动机总分(F=12.633,P=0.000)、内在学习动机得分(F=11.296,P=0.000)、外在学习动机得分(F=8.812,P=0.000)、挑战性(F=8.969,P=0.000)、热衷性(F=11.196,P=0.000)、选择简单任务(F=3.915,P=0.021)、关注人际竞争(F=11.061,P=0.000)、追求回报(F=5.581,P=0.004)差异有统计学意义,随着年龄段增加其学习动机总分、分量表及六个维度得分递增;20岁或以下普教生的内在学习动机(39.66±6.36)明显高于21-25岁的内在学习动机(37.43±8.65)。在P0.05水平下,不同年级的成教生学习动机总分(F=4.946,P=0.008)、内在学习动机(F=5.934,P=0.003)、挑战性(F=5.699,P=0.004)、热衷性(F=5.298,P=0.005)、关注人际竞争(F=4.435,P=0.013)、追求回报(F=13.466,P=0.000)差异有统计学意义,除挑战性显示低年级高于中年级外,成教生学习动机各层面得分随年级升高而递增;在P0.05水平下,不同年级的普教生学习动机总分(F=4.381,P=0.000)、内在学习动机(F=18.965,P=0.000)、外在学习动机(F=3.053,P=0.049)差异有统计学意义,随着年级升高其学习动机总分及内外分量表得分递减。成教护理的学习动机内外分量表及六个维度均低于临床医学,除依赖他人评价,其他维度差异均有高度统计学意义(P0.01);普教护理外在学习动机低于临床医学,差异有统计学差异(P0.05)。已婚的成教生学习动机内、外分量表得分、挑战性、热衷性、关注竞争、追求回报得分均高于未婚且差异有统计学意义(P0.05)。有子女的成教生学习动机内、外分量表得分及六个维度均明显高于无子女的,除了依赖他人评价,其他维度差异均有高度统计学意义(P0.01)。在P0.05水平下,不同工作年限的成教生学习动机总分(F=7.082,P=0.000)、内在学习动机得分(F=5.858,P=0.000)、外在学习动机得分(F=5.868,P=0.000)、挑战性(F=4.840,P=0.001)、热衷性(F=5.842,P=0.000)、依赖他人评价(F=3.743,P=0.005)、关注人际竞争(F=5.535,P=0.000)、追求回报(F=5.581,P=0.004)差异有统计学意义,工作年限在11-15年的除了热衷性评分略低于工作年限在16(含)以上的,工作年限在11-15年在其他层面评分均是最高,而未参加工作的在学习动机各层面评分都是最低。对成教文凭认可程度不同的成教生仅在关注人际竞争维度存在明显差异,很认可明显高于不太认可、基本认可程度(P0.05)。从事职业与所学专业相关的成教生学习动机总分(86.43±10.72)显著高于不相关的(79.73±7.50),但在学习动机内外分量表及六个维度评分无统计学差异(P0.05)。3、成教生学习满意度总分(119.65±11.01)及教师教学(23.20±2.22)、课程内容(22.67±2.94)、学习成果(20.31±3.13)、学习环境(19.37±1.99)、行政服务(17.30±1.90)得分均高于普教生学习满意度总分(16.17±12.07)及教师教学(22.28±2.40)、课程内容(22.02±2.63)、学习成果(20.23±2.57)、学习环境(18.58±2.30)、行政服务(16.09±2.53)得分,其中学习满意度、教师教学、课程内容、学习环境、行政服务有高度统计学差异(P0.01)。成教生学习动机与学习满意度、学习成果、学习环境呈显著正相关(P0.05),普教生学习动机与学习满意度各维度呈显著正相关(P0.05)。4、成教生一般自我效能感得分(2.90±0.72)明显高于普教生(2.58±0.54),差异有高度统计学意义(P0.01)。成教生学习动机与自我效能得分均呈显著正相关(P0.05),普教生外在学习动机与一般自我效能呈显著负相关(P0.05)。5、在学习动机影响因素的多元线性回归分析显示,成教生学习动机与是否结婚、是否有子女、在读年级、学习成果、学习环境、一般自我效能存在线性回归关系(P0.05)。普教生学习动机与年龄、在读年级、教师教学存在线性回归关系(P0.05)。结论:高校成教医学本科生学习动机水平明显高于普教医学本科生,成教、普教的学习动机影响因素各不相同,成教生的学习动机主要受学习成果、学习环境、一般效能感等因素影响,普教生学习动机受年龄、教师教学等因素影响。教育相关部门应该转换教育思路、转变教学态度,抓住成教学生的自身特点,根据学生不同学习需求和基础水平采用不同的教学策略,开展有针对性、有层次性的教学,强调教学的功用性,进而增强成人医学生学习主动性和提高学习效果。
[Abstract]:Objective: by comparing the students' learning motivation of adult higher education medical undergraduates and general full-time medical undergraduates, this paper analyzes the differences in the influencing factors of the learning motivation of adult education students and ordinary college students in Colleges and universities, and then puts forward some relevant suggestions to enhance the learning effect of the adult students. A questionnaire survey was conducted among college students who took adult education and general full-time education in two medical colleges of Medical University Of Anhui and the Medical College of Wangnan Medical College. The survey included general demographic characteristics, learning motivation, satisfaction of learning effect, and general self-efficacy. 328 medical undergraduate students of adult higher education were compared with 324 students of higher education for higher education. The data were analyzed by T test, correlation analysis, regression analysis and other statistical methods. Results: 1, among the 652 college students who were investigated, the students' learning motivation levels were all level. All the differences were statistically significant (P0.01). The scores of the total scores and the internal and external motivation subscales of the students of different grades, different grades, different majors, and the internal and external motivation subscales were higher than those of the PSI. The difference in the difference of learning motivation between the lower grade and the lower grade was highly statistically significant (P0.05). (P0.01).2, adult students' intrinsic learning motivation scores were significantly higher than those of female students, and the difference of external learning motivation was not significant. Further research found that adult male students were more challenging than girls, and the score of their pursuit of return was significantly lower than that of girls, and the difference was statistically significant (P0.05). At the level of P0.05, different ages were in different ages. F=12.633, P=0.000, F=11.296, P=0.000, F=8.812, P=0.000, F=8.969, P=0.000, F=11.196, P=0.000, and the choice of simple tasks (F= 3.915, P=0.021), interpersonal competition, and the pursuit of return. The difference was statistically significant, with the increase of the total score of learning motivation, the score of the subscale and the six dimensions, and the intrinsic motivation (39.66 + 6.36) of the students aged 20 or below (39.66 + 6.36) was significantly higher than the intrinsic learning motivation (37.43 + 8.65) at the age of 21-25. At the level of P0.05, the total score of learning motivation in different grades (F=4.946, P=0.008) was inherent. F=5.934 (P=0.003), F=5.699 (P=0.004), F=5.298 (P=0.004), F=5.298 (P=0.005), interpersonal competition (F=4.435, P=0.013), and the return (F=13.466, P=0.000) differences are statistically significant. In addition to the challenge to show that the junior grade is higher than the middle age, the scores of the students' learning motivation in all levels increase with the grade; in the P0.05 level The total score (F=4.381, P=0.000), intrinsic motivation (F=18.965, P=0.000), external motivation (F=3.053, P=0.049) in different grades were statistically significant, and the score of learning motivation and internal and external subscales decreased with the increase of grade. The internal and external subscales and six dimensions of the learning motivation of Adult Education were lower than those of the other grades. Bed medicine, except for others, had a high statistical significance (P0.01) in other dimensions, and the external learning motivation of general education was lower than that of clinical medicine. The difference was statistically significant (P0.05). In married adult students' learning motivation, the external subscale score, challenge, enthusiasm, attention to competition, and the pursuit of return scores were higher than those of unmarried and different. Statistical significance (P0.05). Within the learning motivation of adult students with children, the score of the outer subscale and the six dimensions were significantly higher than those of the children without children. In addition to the evaluation of others, the differences in other dimensions were statistically significant (P0.01). At the level of P0.05, the total score of learning motivation (F=7.082, P=0.000) for the students of different working years (F=7.082, P=0.000), internal learning movement F=5.858 (P=0.000), external learning motivation score (F=5.868, P=0.000), F=4.840, P=0.001, F=5.842 (P=0.000), dependence on others (F=3.743, P=0.005), interpersonal competition (F=5.535, P=0.000), and the pursuit of return (F=5.535, P=0.000), and the 11-15 years of work in addition to the passion score The number of years below the working period is 16 (including), and the working life is the highest at other levels in 11-15 years, while those who have not participated in the work are the lowest in all levels of learning motivation. Degree (P0.05). The total score of students' learning motivation (86.43 + 10.72) was significantly higher than that of unrelated students (79.73 + 7.50), but there was no statistical difference between the internal and external subscales of learning motivation and six dimensions (P0.05).3, the total score of students' learning satisfaction (119.65 + 11.01) and teachers' Teaching (23.20 + 2.22), and the content of the curriculum (2 2.67 + 2.94), learning results (20.31 + 3.13), learning environment (19.37 + 1.99), administrative service (17.30 + 1.90) score higher than the total score (16.17 + 12.07) and teacher teaching (22.28 + 2.40), curriculum content (22.02 + 2.63), learning results (+ +), learning environment (19.37), administrative service score, learning Satisfaction, teacher teaching, curriculum content, learning environment, and administrative service have a high statistical difference (P0.01). There is a significant positive correlation between the learning motivation and learning satisfaction, the learning achievement and the learning environment (P0.05). There is a significant positive correlation between the students' learning motivation and the degree of learning satisfaction (P0.05).4, and the general self-efficacy score of the adult students (2. 90 + 0.72) was significantly higher than that of the postgraduates (2.58 + 0.54), the difference was significant (P0.01). There was a significant positive correlation between the students' learning motivation and self-efficacy score (P0.05). The external learning motivation and the general self-efficacy were negatively correlated (P0.05).5. The multivariate linear regression analysis of the influencing factors of learning motivation showed that the students were adult students. There is a linear regression relationship between learning motivation and marriage, whether there are children, in reading grade, learning achievement, learning environment, and general self-efficacy (P0.05). There is a linear regression relationship between students' learning motivation and age, in reading grade, and in Teachers' Teaching (P0.05). Conclusion: the level of learning motivation of college students in college is obviously higher than that of general education. The influencing factors of the learning motivation of undergraduate, adult education and general education are different. The learning motivation of the adult students is mainly influenced by the learning achievement, the learning environment and the general sense of efficacy. The students' learning motivation is influenced by the factors of age and teacher teaching. Education related departments should change the thinking of education, change the attitude of teaching and seize the self-taught students. According to the students' different learning needs and basic level, different teaching strategies are adopted to carry out targeted and hierarchical teaching, emphasize the function of teaching, and then enhance the learning initiative of adult medical students and improve the learning effect.
【学位授予单位】：皖南医学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G442

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