宁夏医学生学习动机与时间管理及家庭功能的关系

Study on the Relation Between Learning Motivation,Time Management and Family Function of Ningxia Medical Students

目的:了解医学生学习动机与时间管理倾向、家庭功能的关系,为寻找激发医学生学习动机的策略提供参考依据。方法:采用学习动机量表、青少年时间管理倾向量表、家庭功能评定量表,应用分层整群随机抽样方法对宁夏某医科院校594名学生进行问卷调查。结果:594名医学生学习动机总分为(111.31±18.19)分,其中求知兴趣[(35.34±6.60)分]和能力追求[(28.12±4.67)分]2个维度得分最高。不同性别的时间管理倾向总分和家庭功能维度中总的功能得分差异有统计学意义(P<0.05);不同年级的学习动机维度中求知兴趣,时间管理倾向维度中时间监控观、时间效能感,家庭维度中家庭功能总分、沟通、角色、情感介入、行为控制及总的功能得分差异有统计学意义(P<0.05);不同专业满意度的学习动机总分及其维度中求知兴趣、能力追求、利他取向和时间管理倾向总分及其维度中时间监控观、时间效能感及家庭功能总分及其维度中角色功能得分差异均有统计学意义(P<0.05);学习动机总分与青少年时间管理倾向总分之间呈正相关(P<0.05);学习动机各维度与时间管理倾向各维度之间均呈正相关;学习动机总分与家庭功能评定总分之间无相关性(P>0.05)。青少年时间管理倾向各维度可联合预测医学生学习动机33.3%的变异量。结论:专业满意度一定程度上影响医学生学习动机、时间管理方式与能力,高校可通过招生时提供专业选择指导、入校后培养学生时间管理能力等方式,帮助激发医学生的学习动机,提高医学生的学习能力水平。

Objective:To understand the relationship between medical students’learning motivation,time management tendency and family function and provide a reference for finding strategies to stimulate medical students’learning motivation.Methods:Stratified cluster random sampling method was used.Questionnaires were conducted among 605 students randomly selected from a medical college in Ningxia Province.Results:The total score of learning motivation was(111.31±18.19),and the two dimensions with the highest score were interest in learning and ability pursuit.There were significant gender differences in the score of time management disposition and the total function in family function dimension(P<0.05);there were significant grade differences in motivation dimension,interest,time monitoring and time efficacy in time management disposition,total score of family function,communication,role,emotional intervention,behavior control and total function in family dimension(P<0.05);there were significant grade differences in professional satisfaction of the score of motivation and its dimensions of interest in knowledge,ability pursuit,altruistic orientation and time management tendency,its dimensions of time monitoring,time efficacy and family function,and its dimensions of role function(P<0.05).There was a positive correlation between the total score of motivation and the total score of time management tendency(P>0.05);there was a positive correlation between the dimensions of motivation and time management disposition;there was no correlation between the score of motivation and the score of family function assessment(P>0.05).Each dimension of time management disposition could jointly predict a 33.3%variation of medical students'motivation.Conclusion:Professional satisfaction affects the learning motivation and time management ability of medical students to a certain extent.Therefore,school authorities can help stimulate medical students'learning motivation and improve their learning ability by providing guidance for specialty selection at the time of enrollment and cultivating students'time management ability after they enter the university.