医学生自我导向学习与自尊、行为抑制/激活系统关系

The Correlation of Medical Students' Self-directed Learning with Their Self-esteem and Behavioral Inhibition/Activation System

目的了解医学生自我导向学习现状及其与自尊、行为抑制/激活系统的关系。方法采用整群抽样,利用自我导向学习量表中文版、Rosenberg自尊量表中文版和行为抑制/激活系统(behavioral inhibition/activation system,BIS/BAS)量表中文版,对3所医学院校850名医学本科生进行调查。结果医学生具备一定的自我导向学习能力。不同城乡来源(F=6.008,P<0.05)、学业成绩不同(F=38.069,P<0.001)的医学生自我导向学习比较,差异具有统计学意义。自我导向学习与自尊、行为激活驱力、行为激活奖赏和行为激活愉悦追求呈正相关(r=0.323~0.519,P<0.001)。结论医学生的自我导向学习与自尊、行为抑制/激活系统密切相关,自尊和BAS能够有效预测自我导向学习。

Objective To investigate the levels of medical students＇ self-directed learning and its relationship with their self-esteem and behavioral inhibition/activation system（BIS/BAS）. Methods The Chinese version of self-directed learning scale, Chinese version of Rosenberg self-esteem scale and Chinese version of behavioral inhibition/activation system scale were used to survey 850 medical undergraduate students from three medical colleges by cluster sampling. Results The medical students had the ability of self-directed learning to a certain degree. There were significant differences among medical students in the census register （F= 6. 008, P〈0.05） and academic performance （F= 38. 069, P〈0. 001） respectively. The self-directed learning was correlated with the self-esteem, behavioral activation-drive, behavioral activation-reward and behavioral activation-fun seeking respectively （r=0. 323~0. 519, P〈0. 001）. Conclusion Medical students＇self-directed learning is correlated with their self-esteem and behavioral inhibition/activation system, and self-esteem and BAS could predict self-directed learning effectively.