摘要
目的 探讨预防医学专业本科生心理控制源与学习自主性之间的关系。方法 2021年4月,采用心理控制源量表、学习自主性量表对新疆某医学院校172名本科生进行问卷调查。结果 男生在有势力的他人维度上得分[(27.43±6.00)分]高于女生[(24.11±6.95)分],差异有统计学意义(t=3.194,P<0.01)。心理控制源的内控性维度与学习自主性及其各个维度均呈正相关(r=0.373~0.464,均P<0.01),且能有效预测学习自主性及其各个维度;心理控制源的外控性(有势利的他人、机遇)与学习自主性及动机维度均呈负相关(r=-0.207~-0.208、-0.160~-0.180均P<0.05),且机遇对学习动机有负向预测作用。结论 预防医学本科生心理控制源与学习自主性密切相关,教师在教学过程中应从学生心理发展出发,采取有效的措施来提高其学习自主性。
Objective To explore the relationship between psychological control source and learning autonomy of preventive medicine specialty undergraduates. Methods In April 2021,172 undergraduates from a medical university in Xinjiang were surveyed by locus of control scale and learning autonomy scale. Results The scores of influential others dimension in boys[(27.43±6.00)points] were higher than those in girls[(24.11±6.95)points],and the difference was statistically significant(t=3.194,P<0.01). The internal control dimension in the psychological control source was positively correlated with learning autonomy and its dimensions(r=0.373-0.464,all P<0.01),and could effectively predict learning autonomy and its various dimensions. The external control(influential others,opportunities) was negatively correlated with learning autonomy and motivation dimension(r =-0.207--0.208,-0.160--0.180,all P <0.05),and opportunities had a negative predictive effect on learning motivation.Conclusion The psychological control source in preventive medicine specialty undergraduates is closely related to learning autonomy,so teachers should start from students’ psychological development and take effective measures to improve their learning autonomy in the process of teaching.
作者
贺诗茹
王茜
沈静
孙威
王颢
HE Shi-ru;WANG Qian;SHEN Jing;SUN Wei;WANG Hao(School of Public Health,Xinjiang Medical University,Urumqi Xinjiang,830000,China)
出处
《职业与健康》
CAS
2022年第6期815-817,822,共4页
Occupation and Health
基金
新疆教育厅自治区高校本科教育教学研究项目
新疆医科大学教育教学改革研究项目(YG2019012)。
关键词
心理控制源
学习自主性
相关关系
预防医学
本科生
Psychological control source
Learning autonomy
Correlation
Preventive medicine
Undergraduates
