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| 中文摘要: |
| 目的 调查医学院校学生学业拖延行为现状及其影响因素，并提出降低医学院校学生学业拖延的建议。方法 抽取黑龙江省三所医学院校的统招本科学生1 327名进行生活满意度、焦虑、学业拖延问卷调查。应用SPSS 23.0对数据进行统计分析。结果 ①医学院校学生学业拖延总分为（35.00±8.92）分；②成绩水平、性别、选择本专业原因、是否独生子女四个方面的不同人口学特征的医学院校学生在学业拖延方面差异有统计学意义（P＜0.05），不同年龄、不同年级医学院校学生学业拖延差异无统计学意义（P＞0.05）；③医学院校学生拖延程度与其焦虑水平成正相关（r=0.102，P＜0.01），与生活满意度成负相关（r=-0.117，P＜0.01）；④回归分析显示，成绩水平、性别、生活满意度、焦虑、选择本专业的原因以及是否独生子女六个预测变量共可以有效解释医学院校学生学业拖延14.2%的变异量。结论 医学院校学生学业拖延总体程度高于非医学院校学生拖延；医学院校学生的成绩水平、性别、生活满意度、焦虑、选择本专业的原因以及是否独生子女是学业拖延的影响因素。 |
| 英文摘要: |
| Objective To investigate the current situation of students' academic procrastination behavior in medical colleges and universities and its influencing factors, and to put forward suggestions to reduce the academic procrastination of medical students. Methods A total of 1 327 undergraduate students from three medical colleges and universities in Heilongjiang Province were randomly selected to receive questionnaire investigation on life satisfaction, anxiety, and academic procrastination. SPSS 23.0 was used for data analysis. Results ①The total procrastination scores of medical students were (35.00±8.92) points. ②There were statistical differences in the academic procrastination of medical students with different genders, whether the only children, the reasons for choosing the major, and the level of achievement (P < 0.05). There was no statistical difference in academic procrastination among medical students of different ages and grades (P > 0.05). ③Medical students' procrastination was positively correlated with their anxiety level (r = 0.102, P < 0.01), and negatively correlated with life satisfaction (r = -0.117, P < 0.01). ④Regression analysis showed that the following six predictive variables including the level of achievement, gender, life satisfaction, anxiety, reasons for choosing the major, and whether the only children could effectively explain the variance of 14.2% academic procrastination of medical students. Conclusion The overall degree of academic procrastination of medical students is higher than that of non-medical students. And the students' achievement level, gender, life satisfaction, anxiety, the reasons for choosing this major and whether the only child are the influencing factors of academic procrastination. |
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