专科护生学业自我效能感与学习适应性的关系
摘要
目的本研究旨在通过调查,了解高等职业院校专科护生的学习适应性现状,分析人口学资料对学习适应性的影响,探讨专科护生学业自我效能感与学习适应性的关系,并为培养符合社会需求的高素质技能型护理人才,提出可供护理教育工作者参考的建议与方法。
方法抽取某医学高等专科学校普通专科护理专业的336名学生作为调查对象,在查阅文献资料的基础上,采用个人一般资料调查表、学习适应性量表、学业自我效能感量表分别调查专科护生的人口学特征、学习适应性、学业自我效能感情况。调查完毕,应用SPSS13.0统计软件包,对调查的原始数据进行录入、整理、统计分析。
结果
1.专科护生的学习适应性得分为84.56±10.78,总体状况较好。其中学习动机得分>学习能力得分>教学模式得分>环境因素得分>学习态度得分。
2.学习适应性得分在生源地、年级、学生干部与否等方面有显著差异,城镇生源专科护生、二年级专科护生、学生干部专科护生的学习适应性得分分别高于农村生源专科护生(t=4.102,P<0.01)、一年级专科护生(t=-6.865,P<0.01)、普通护生(t=4.110,P<0.01)。在独生子女与否方面,专科护生的学习适应性不存在显著差异(t=0.611,P>0.05)。
3.专科护生的学业自我效能感得分不高,处于中等水平,学习能力自我效能感显著高于学习行为自我效能感(t=3.064,P<0.01)。通过相关分析,验证了专科护生的学业自我效能感与学习适应性存在正相关关系(r=0.974,P<0.01)；学业自我效能感的学习能力自我效能感因子与学习适应性的学习动机、教学模式、学习态度、环境因素4项因子存在正相关关系(r=0.393,P<0.05;r=0.681, P<0.01;r=0.628,P<0.05;r=0.453,P<0.05);学业自我效能感的学习行为自我效能感因子与学习适应性的学习动机、教学模式、学习态度、环境因素4项因子存在正相关关系(r=0.575,P<0.01;r=0.476,P<0.01:r=0.392,P<0.05;r=0.306, P<0.05)。学业自我效能感与学习适应性的学习能力因子没有相关性(r=0.310,P>0.05)。
4.回归分析结果表明,学业自我效能感是学习适应性的重要预测因子。学业自我效能感的2项因子学习能力自我效能感和学习行为自我效能感联合对学习适应性的学习动机、教学模式、学习能力、学习态度、环境因素5项因子均有较好的预测作用(R2=0.39;R2=0.55;R2=0.10;R2=0.44;R2=0.24)。
结论
1.专科护生的学习适应性总体状况较好,但内部因子发展不平衡。
2.专科护生的学习适应性受生源地、年级、学生干部与否等人口统计学变量的影响。
3.专科护生的学业自我效能感处于中等水平,学习能力自我效能感高于学习行为自我效能感。专科护生的学业自我效能感与学习适应性存在正相关关系,学业自我效能感能较好的预测学习适应性,表明高学业自我效能感对学习适应性有积极的影响。
4.建议护理教育工作者,除了培训专科护生的专业理论和技能外,还要注重通过多种途径来提高护生的学业自我效能感,从而提高专科护生的学习适应性,为培养高素质技能型护理人才奠定良好的基础。
Objective To describe the current situation of learning adaptability, to analyze the influnence of the demographic data upon the learning adaptability, and to analyze the relationship between learning adaptability and academic self-efficacy among college students of nursing.Thus it may provide some advice for the nursing educators to train high-qualitied nursing staff to meet the social needs.
Methods 336 nursing students were recruited from a medical college. The learning adaptability and self-efficacy of nursing students were collectde by Personal General Data Questionnaire, Academic Self-efficacy Questionnaire and Learning Adaptability Questionnaire. After the investigation, the original data was reorganized and statistically analyzed by the SPSS 13.0 software package.
Results
1. The learning adaptability score of nursing students was 84.56+10.78, which was above the median of total score. The order of the score from highest to lowest was as follows:score of study motivation, score of learning capacity, score of teaching method, score of environmental factor, and score of learning attitude.
2. The learning adaptability score of nursing students was different according to different regions, grades, and whether student cadre or not. Scores of urban students, sophomore students, and student cadres were higher than that of rural students (t=4.102, P<0.01), freshmen (t=-6.865, P<0.01), and ordinary students (t=4.110, P<0.01). There was no difference on the students wehther the only child of the family or not (t=0.611, P>0.05)
3. The academic self-efficacy score of most nursing students was approach to the average. The score of learning capacity self-efficacy was much higher than that of learning behavior self-efficacy (t=3.064, p<0.01). The analysis showed that the academic self-efficacy was correlated positively with learning adaptability (r=0.974, P<0.01). Learning capacity self-efficacy was correlated positively with factors of study motivation, teaching method, learning attitude, and environmental factor (r=0.393, P<0.05; r=0.681, P<0.01;r=0.628, P<0.05; r=0.453, P<0.05). Learning behavior self-efficacy was correlated positively with factors of study motivation, teaching method, learning attitude, and environment factor (r=0.575, P<0.01; r=0.476, P<0.01; r=0.392, P<0.05; r=0.306, P<0.05). The academic self-efficacy was not correlated with learning capacity (r=0.310, P>0.05).
4. The regression analysis showed that the academic self-efficacy could have a predictable effect on the learning adaptability. Learning capacity self-efficacy and learning behavior self-efficacy could predict study motivation, teaching method, learning capacity, learning attitude, and environment of learning adaptability of college nursing students (R2=0.39; R2=0.55; R2=0.10; R2=0.44; R2=0.24)
Conclusion
1. The general condition of learning adaptability of college nursing students is fair, but the different aspects are in the different situations.
2. The learning adaptability was affected by regions, grades, and whether student cadres or not.
3. The academic self-efficacy level still need strengthened. The learning capacity self-efficacy score of college nursing students was better than that of learning behavior self-efficacy. The academic self-efficacy was correlated positively with learning adaptability. The academic self-efficacy was a predictor of the learning adaptability, which meant high self-efficacy had a positive effect on learning adaptability..
4. Nursing educators should promote the academic self-efficacy of nursing students in different ways in order to enhance their learning adaptability, which would lay a solid foundation to foster high-qualified nursing staff.
方法抽取某医学高等专科学校普通专科护理专业的336名学生作为调查对象,在查阅文献资料的基础上,采用个人一般资料调查表、学习适应性量表、学业自我效能感量表分别调查专科护生的人口学特征、学习适应性、学业自我效能感情况。调查完毕,应用SPSS13.0统计软件包,对调查的原始数据进行录入、整理、统计分析。
结果
1.专科护生的学习适应性得分为84.56±10.78,总体状况较好。其中学习动机得分>学习能力得分>教学模式得分>环境因素得分>学习态度得分。
2.学习适应性得分在生源地、年级、学生干部与否等方面有显著差异,城镇生源专科护生、二年级专科护生、学生干部专科护生的学习适应性得分分别高于农村生源专科护生(t=4.102,P<0.01)、一年级专科护生(t=-6.865,P<0.01)、普通护生(t=4.110,P<0.01)。在独生子女与否方面,专科护生的学习适应性不存在显著差异(t=0.611,P>0.05)。
3.专科护生的学业自我效能感得分不高,处于中等水平,学习能力自我效能感显著高于学习行为自我效能感(t=3.064,P<0.01)。通过相关分析,验证了专科护生的学业自我效能感与学习适应性存在正相关关系(r=0.974,P<0.01)；学业自我效能感的学习能力自我效能感因子与学习适应性的学习动机、教学模式、学习态度、环境因素4项因子存在正相关关系(r=0.393,P<0.05;r=0.681, P<0.01;r=0.628,P<0.05;r=0.453,P<0.05);学业自我效能感的学习行为自我效能感因子与学习适应性的学习动机、教学模式、学习态度、环境因素4项因子存在正相关关系(r=0.575,P<0.01;r=0.476,P<0.01:r=0.392,P<0.05;r=0.306, P<0.05)。学业自我效能感与学习适应性的学习能力因子没有相关性(r=0.310,P>0.05)。
4.回归分析结果表明,学业自我效能感是学习适应性的重要预测因子。学业自我效能感的2项因子学习能力自我效能感和学习行为自我效能感联合对学习适应性的学习动机、教学模式、学习能力、学习态度、环境因素5项因子均有较好的预测作用(R2=0.39;R2=0.55;R2=0.10;R2=0.44;R2=0.24)。
结论
1.专科护生的学习适应性总体状况较好,但内部因子发展不平衡。
2.专科护生的学习适应性受生源地、年级、学生干部与否等人口统计学变量的影响。
3.专科护生的学业自我效能感处于中等水平,学习能力自我效能感高于学习行为自我效能感。专科护生的学业自我效能感与学习适应性存在正相关关系,学业自我效能感能较好的预测学习适应性,表明高学业自我效能感对学习适应性有积极的影响。
4.建议护理教育工作者,除了培训专科护生的专业理论和技能外,还要注重通过多种途径来提高护生的学业自我效能感,从而提高专科护生的学习适应性,为培养高素质技能型护理人才奠定良好的基础。
Objective To describe the current situation of learning adaptability, to analyze the influnence of the demographic data upon the learning adaptability, and to analyze the relationship between learning adaptability and academic self-efficacy among college students of nursing.Thus it may provide some advice for the nursing educators to train high-qualitied nursing staff to meet the social needs.
Methods 336 nursing students were recruited from a medical college. The learning adaptability and self-efficacy of nursing students were collectde by Personal General Data Questionnaire, Academic Self-efficacy Questionnaire and Learning Adaptability Questionnaire. After the investigation, the original data was reorganized and statistically analyzed by the SPSS 13.0 software package.
Results
1. The learning adaptability score of nursing students was 84.56+10.78, which was above the median of total score. The order of the score from highest to lowest was as follows:score of study motivation, score of learning capacity, score of teaching method, score of environmental factor, and score of learning attitude.
2. The learning adaptability score of nursing students was different according to different regions, grades, and whether student cadre or not. Scores of urban students, sophomore students, and student cadres were higher than that of rural students (t=4.102, P<0.01), freshmen (t=-6.865, P<0.01), and ordinary students (t=4.110, P<0.01). There was no difference on the students wehther the only child of the family or not (t=0.611, P>0.05)
3. The academic self-efficacy score of most nursing students was approach to the average. The score of learning capacity self-efficacy was much higher than that of learning behavior self-efficacy (t=3.064, p<0.01). The analysis showed that the academic self-efficacy was correlated positively with learning adaptability (r=0.974, P<0.01). Learning capacity self-efficacy was correlated positively with factors of study motivation, teaching method, learning attitude, and environmental factor (r=0.393, P<0.05; r=0.681, P<0.01;r=0.628, P<0.05; r=0.453, P<0.05). Learning behavior self-efficacy was correlated positively with factors of study motivation, teaching method, learning attitude, and environment factor (r=0.575, P<0.01; r=0.476, P<0.01; r=0.392, P<0.05; r=0.306, P<0.05). The academic self-efficacy was not correlated with learning capacity (r=0.310, P>0.05).
4. The regression analysis showed that the academic self-efficacy could have a predictable effect on the learning adaptability. Learning capacity self-efficacy and learning behavior self-efficacy could predict study motivation, teaching method, learning capacity, learning attitude, and environment of learning adaptability of college nursing students (R2=0.39; R2=0.55; R2=0.10; R2=0.44; R2=0.24)
Conclusion
1. The general condition of learning adaptability of college nursing students is fair, but the different aspects are in the different situations.
2. The learning adaptability was affected by regions, grades, and whether student cadres or not.
3. The academic self-efficacy level still need strengthened. The learning capacity self-efficacy score of college nursing students was better than that of learning behavior self-efficacy. The academic self-efficacy was correlated positively with learning adaptability. The academic self-efficacy was a predictor of the learning adaptability, which meant high self-efficacy had a positive effect on learning adaptability..
4. Nursing educators should promote the academic self-efficacy of nursing students in different ways in order to enhance their learning adaptability, which would lay a solid foundation to foster high-qualified nursing staff.
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