医科大学生职业认同、学业情绪的状况及关系研究
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摘要
从心理学角度采用实证研究的方法对医科生职业认同、学业情绪现状及其两者间的关系进行研究。研究一,在实际考察和专家评定的基础上编制《医科生职业认同问卷——中医版》和《医科生职业认同问卷——西医版》,经检验问卷有较好的信、效度;研究二,通过问卷测查,了解医科生职业认同及学业情绪的现状与关系。结果表明:(1)医科生职业认同总体水平较高,学业情绪以积极情绪为主;(2)西医学生职业认同高于中医学生,学业情绪的积极体验也多于中医学生;(3)男生职业认同高于女生,男生学业情绪趋于积极低唤醒水平,女生趋于消极高唤醒水平;(4)职业认同在大四、大五发生显著变化,能力认同在大五显著升高,其他维度随年级上升而下降;(5)父母是否医生对职业认同无显著影响;(6)择业出于自己兴趣的学生职业认同感高于服从父母及调剂的学生;(7)情感认同对积极高唤醒和消极低唤醒学业情绪有较高解释率,能力认同对积极低唤醒和消极高唤醒学业情绪有较高解释率。
From the perspective of psychology, we have our research on the professional identity and academic emotion of medical undergraduates with the empirical method. The research studies professional identity and academic emotion of medical undergraduates with the questionnaire developed by ourselves which is of satisfactory validity and reliability. The result shows that: (1) The general professional identity level of medical students is a little higher than moderate level, and they have more positive academic emotion. (2) The professional identity of AM(allopathic medicine) students is higher than TCM( traditional Chinese medicine ) students ,and the former's academic emotion is more positive than the later' s.(3) The male and the female are significantly different on the professional identity and academic emotion : the male have higher professional identity and feel more positive-low arousal emotion, but the female feel more negative-high arousal emotion in academic learning.(4)Academic ability identity of medical students in grade five is significantly higher than other four grades students ,on the other hand, the other factor of professional identity of the senior is remarkably lower than the other grades's. (5) There is no different between the students who have doctor parent or not.(6) The students who choose the major for interesting have higher profession identity than those who choose the profession for blind obedience to parent or speciality switching.(7) Sentiment identity can explain the discrepancy in positive-high arousal emotion and negative-low arousal emotion , moreover , academic ability identity can explain the discrepancy in positive-low arousal emotion and negative-low emotion.
From the perspective of psychology, we have our research on the professional identity and academic emotion of medical undergraduates with the empirical method. The research studies professional identity and academic emotion of medical undergraduates with the questionnaire developed by ourselves which is of satisfactory validity and reliability. The result shows that: (1) The general professional identity level of medical students is a little higher than moderate level, and they have more positive academic emotion. (2) The professional identity of AM(allopathic medicine) students is higher than TCM( traditional Chinese medicine ) students ,and the former's academic emotion is more positive than the later' s.(3) The male and the female are significantly different on the professional identity and academic emotion : the male have higher professional identity and feel more positive-low arousal emotion, but the female feel more negative-high arousal emotion in academic learning.(4)Academic ability identity of medical students in grade five is significantly higher than other four grades students ,on the other hand, the other factor of professional identity of the senior is remarkably lower than the other grades's. (5) There is no different between the students who have doctor parent or not.(6) The students who choose the major for interesting have higher profession identity than those who choose the profession for blind obedience to parent or speciality switching.(7) Sentiment identity can explain the discrepancy in positive-high arousal emotion and negative-low arousal emotion , moreover , academic ability identity can explain the discrepancy in positive-low arousal emotion and negative-low emotion.
引文
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[1]魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学.硕士学位论文.2005.p13
[2]王莹.身份认同与身份建构研究评析[J].河南师范大学学报:哲学社会科学版.2008,35(1),p52
[1]王莹.身份认同与身份建构研究评析[J].河南师范大学学报:哲学社会科学版.2008,35(1),p53
[2]Wenge r,R Communities of Practice:Learning,Meaning and Identity(Cambridge:Cambridge University Press,1998,p149
[3]费穆宇主编.社会心理学词典,河北人民出版社,1988
[4]朱智贤主编沁理学大词典.北京师范大学出版社,1989
[5]荆其诚主编,简明心理学百科全书.湖南教育出版社,1991
[1]胡忠华.四川省护理本科生专业认同调查分析[D].四川大学.硕士学位论文.2007
[1][1]彭银英.护士职业认同感的相关研究进展[J].护理学报.2008,15(7),p22-23
[2]张田,孙卉.大学生专业认同研究综述[J].科教文汇.2008,28,p40
[1]俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005,(10),p42
[1][1]俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究,2005,(10),p42
[2]郑英娟.中学生物理学业情绪研究[D].陕西师范大学.硕士学位论文.2007
[3]孙士梅.青少年学业情绪发展特点及其与自我调节学习的关系.山东师范大学.硕士学位论文.p12
1、 杨秀梅,王海宁.当代医生心理压力现状探讨[J].医学与哲学.2006.27(3),61-62
2、 李兆良,高燕.医护人员工作压力状况及与职业倦怠关系调查分析[J].吉林大学学报(医学版).2006.32(1).160-161
3、 王仁鸿.医生工作压力源量表的初步编制及应用[D].山东师范大学,硕士学位论文,2007
4、 施跃健,王玲凤.医生职业压力与心理健康状况关系[J].中国公共卫生.2007,23(5),529-530
5、 王仁鸿.医生工作压力源量表的初步编制及应用[D].山东师范大学,硕士学位论文,2007
6、 杨洁芳.医科大学生职业兴趣现状调查[J].湘南学院学报医学版.2007,9(4).13-15
7、 潘传德.医学院校大学生医患关系认知情况调查分析[J].中国健康教育.2005,21(11),853-855
8、 张劲强.医学生对医生职业声望的评价[J].中国临床心理学杂志.2007,15(4),392-394
9、 周黎.论中医院校大学生的特点及教育[D].山东师范大学,硕士学位论文,2006
10、王莹.身份认同与身份建构研究评析[J].河南师范大学学报:哲学社会科学版.2008,35(1),50-53
11、魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学.硕士学位论文.2005
12、于慧慧.中学青年教师职业认同现状研究[D].湖南师范大学.硕士学位论文.2005
13、Howkins E,Ewens A.How students experience professional socialization[J].International Journal of Nursing Studies,1999,35
14、王晓辉,李玉红,林兰芬.潍坊市179名护士职业认同现况调查[J].护理研究,2007,21(7):1728-1730
15、张婷,杜丹丹,任艳香.本科护理专业学生专业认可度及毕业意向调查[J].护理学杂志,2006,21(1):20-21.
16、郝玉芳,刘玲,刘晓虹.在读护生的职业认同研究[J].心理科学2008,31(5):1154 -1157
17、宋广文.魏淑华.影响教师职业认同的相关因素分析[J].心理发展与教育.2006,22(1),80-86
18、彭银英.护士职业认同感的相关研究进展[J].护理学报.2008,15(7),22-23
19、魏淑华.教师职业认同与教师专业发展[D].曲阜师范大学.硕士学位论文.2005
20、蔡春凤.护理与临床医学专业大学新生的职业认同感研究.中华护理教育.2008,5(2),51-53
21、俞国良,董妍.学业情绪研究及其对学生发展的意义[J].教育研究.2005(10),p41-43
22、吴兰花.当代大学生专业承诺与学习风格的研究[D].福建师范大学.硕士学位论文
23、潘莉莉.医科大学生择业意向的变化趋势分析[J].中国大学生就业.2006,24,59-61
24、周黎.论中医院校大学生的特点及教育[D].山东师范大学.硕士学位论文.2006
25、李雪.学生职业价值观及其与职业评价和职业选择的关系[D].北京师范大学.硕士学位论文.20052
26、孙红,任霞.女性医生职业倦怠与社会支持的相关性研究[J].中国妇幼保健.2006,21(13),1850-1851
27、郑英娟.中学生物理学业情绪研究[D].陕西师范大学.硕士学位论文.2007
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