医学生认知闭合需要度对混淆容忍度及好奇心的影响

The Cognitive Closure of Medical Students Affects the Tolerance and Curiosity of Uncertainty

目的探讨现阶段医药院校学生认知闭合需要对混淆容忍及好奇心的影响。方法对三届同时在同一学校学习的265名学生采用认知闭合需要、认知性好奇心量表及混淆容忍度量表。采用集体分发调查的形式,时间30分钟内完成。采用SPSS20.0软件,所获数据采用方差分析和t检验。结果不同性别模糊不容忍、选择决断性、思维闭合性评分及总分比较,P>0.05;不同性别次序和结构偏好评分比较,P<0.01。不同年级模糊的不容忍、选择的决断性,P>0.05;思维的闭合性,P>0.01;次序和结构的偏好、认知闭合需求总分比较,P>0.05。大三学生的得分显著高于大一、大二学生的得分比较,P<0.01。量表的内部一致性信度系数都可以接受(α≥0.72)。I型好奇心的平均得分为(13.96±3.18)分,D型好奇心的平均得分为(11.07±3.06)分,混淆容忍度的平均得分为(8.77±3.50)分,认知闭合需要的平均得分为(135.48±16.59)分,简单结构需要的平均得分为(89.09±12.95)分,果断性的平均得分为(23.13±4.73)分。I型好奇心与D型好奇心正相关,P<0.01。I型好奇心与混淆容忍度显著正相关,P<0.01,D型好奇心与混淆容忍度显著负相关,P<0.05。I型好奇心与认知闭合需要显著负相关,P<0.05,,与简单结构需要负相关但不显著,P<0.05,与果断性正相关但不显著,P>0.05;D型好奇心与认知闭合需要正相关但不显著,P>0.05,与简单结构需要正相关但不显著,P>0.05,与果断性负相关但不显著,P>0.05;混淆容忍度与认知闭合需要显著负相关,P<0.05,与简单结构需要显著负相关,P<0.01,与果断性正相关但不显著,P>0.05。结论医药院校学生当面对不确定性时可以选择应对、逃避及不同的情感表露,认知闭合需要对混淆容忍及好奇心有一定的影响。

Objective To explore the effect of cognitive closure of students in medical colleges at present. Methods The students who had studied in the same school at the same time adopted cognitive closing, cognitive curiosity scale and confusion tolerance scale. Take the form of the collective distribution survey, complete within 30 minutes. Using SPSS20.0 software, the data is analyzed with variance analysis and t test. Results Different gender ambiguity intoler- ance, choice decision, thinking closed score and total score comparison, P〉0.05. Different gender order and structure preference scores were compared, P〈0.01. The vague intolerance of different grades, the determination of choice, P〉0.05. The closure of mind, P〉0.01. The order and structure preference, the cognitive closure requirements total score comparison, P〉 0.05. Juniors scored significantly higher than those in the first and second year of the year, compared with P〈0.01. The in- ternal consistency reliability coefficient of the scale is acceptable （alpha is greater than 0.71）. Type I scored an average of curiosity （13.96±3.18）, type D curiosity of the average score was （11.07±3.06） points, the tolerance of confusion, the average score was （8.77±3.50） points scored an average of cognitive closure need （135.48±16.59） points, simple structure need to be an average score of （89.09±12.95）, the average scores of decisiveness is （23.13±4.73） points. Type I curiosity is associated with D, P〈0.01. I type curiosity was positively associated with confusion tolerance, P〈0.01, type D curiosity was significantly negatively correlated with confusion tolerance, P〈0.05. Type I, curiosity and cognitive closure need negative correlation P〈0.05, with simple structure need to be negative correlation but not significant, P〈0.05, and decisiveness are related but not significant, P〉0.05. Type D curiosity and cognitive closure need positive correlation but not significant, P〉 0.05, with the simple structure need positive correlation but not significant, P〉0.05, and decisiveness negative correlation but not significant, P〉0.05. Confusion of tolerance and cognitive closure need significant negative correlation, P〈0.05, significant negative correlation with the need of the simple structure of P〈0.01, and decisiveness are related but not signifi- cant, P〉0.05. Conclusion The medicine colleges and universities students when the face of uncertainty may choose to escape, deal with and different emotiveness, cognitive closure confused need to tolerate and curiosity has certain influence.