本文選題：醫(yī)學(xué)生　切入點(diǎn)：考試焦慮　出處：《鄭州大學(xué)》2016年碩士論文

【摘要】：目的:通過對(duì)在校醫(yī)學(xué)生考試焦慮的調(diào)查,研究醫(yī)學(xué)生的考試焦慮狀況,探索自我效能感及應(yīng)對(duì)方式對(duì)醫(yī)學(xué)生考試焦慮的影響,為醫(yī)學(xué)生應(yīng)對(duì)考試焦慮提供策略。方法:采取方便取樣法,從河南省某醫(yī)學(xué)院校選取大學(xué)生進(jìn)行問卷調(diào)查。共發(fā)放調(diào)查問卷350份,回收問卷323份。結(jié)果:(1)考試焦慮�？傮w上,醫(yī)學(xué)生考試焦慮普遍處于中等水平(57.67%),部分學(xué)生處于高焦慮水平(18.33%);性別變量上,女生的考試焦慮得分顯著大于男生(P0.018);城鄉(xiāng)變量上并無顯著差異;年級(jí)變量上,醫(yī)學(xué)生的考試焦慮得分具有顯著差異(P0.01),具體來講,大二顯著高于大一和大四,大三顯著高于大四。(2)一般自我效能感。性別與年級(jí)變量上均不具有顯著差異;在城鄉(xiāng)變量上,城市醫(yī)學(xué)生的一般自我效能感顯著高于農(nóng)村醫(yī)學(xué)生(P0.05)。(3)應(yīng)對(duì)方式。性別、城鄉(xiāng)、年級(jí)三個(gè)變量均只在“求助”因子上有顯著差異,具體來講,醫(yī)學(xué)女生在求助因子上的得分顯著高于男生(P0.05);城市醫(yī)學(xué)生在求助因子上的得分顯著高于農(nóng)村醫(yī)學(xué)生(P0.05);大一學(xué)生在求助因子上的得分顯著高于大二、大三、大四學(xué)生得分(P0.05)。(4)自我效能感與考試焦慮的關(guān)系。醫(yī)學(xué)生自我效能感與考試焦慮呈顯著負(fù)相關(guān)(P0.01),且自我效能感對(duì)考試焦慮具有較好的預(yù)測(cè)作用。(5)應(yīng)對(duì)方式與考試焦慮的關(guān)系。自責(zé)、幻想、退避三個(gè)因子與考試焦慮呈顯著正相關(guān)(P0.01,P0.05),解決問題與考試焦慮呈顯著負(fù)相關(guān),且解決問題、自責(zé)與退避對(duì)考試焦慮具有很好的預(yù)測(cè)作用。結(jié)論:(1)醫(yī)學(xué)生的考試焦慮總體上處于正常水平;女生相比男生存在更嚴(yán)重的考試焦慮;二年級(jí)與三年級(jí)醫(yī)學(xué)生的考試焦慮更嚴(yán)重。(2)城市醫(yī)學(xué)生比農(nóng)村醫(yī)學(xué)生有更高的自我效能感。(3)醫(yī)學(xué)專業(yè)的女生相比男生、城市學(xué)生相比農(nóng)村學(xué)生、大一學(xué)生相比其他年級(jí)更傾向采取求助的應(yīng)對(duì)方式。(4)醫(yī)學(xué)生的自我效能感越高,考試焦慮水平越低。(5)采取解決問題的應(yīng)對(duì)方式有利于降低考試焦慮,而采取自責(zé)與退避的應(yīng)對(duì)方式,則會(huì)增加考試焦慮。
[Abstract]:Objective: to explore the effect of self-efficacy and coping style on examination anxiety of medical students by investigating the examination anxiety of medical students. Methods: a convenient sampling method was adopted to select college students from a medical college in Henan province to conduct a questionnaire survey. 350 questionnaires were distributed and 323 questionnaires were returned. Results: 1) Test anxiety. The test anxiety of medical students was generally at the middle level (57.67%), and some students were in the high anxiety level (18.33%); the scores of female students' test anxiety were significantly higher than that of male students (P 0.018); there was no significant difference between urban and rural variables; The scores of test anxiety of medical students were significantly different (P0.01). Specifically, sophomore students were significantly higher than freshmen and seniors, and sophomores significantly higher than senior students. (2) General self-efficacy of medical students was significantly higher than that of sophomores. There was no significant difference between gender and grade variables; in urban and rural variables, there was no significant difference. The general self-efficacy of urban medical students was significantly higher than that of rural medical students. The score of medical female students on help factor was significantly higher than that of male students (P 0.05), the score of city medical students on help factor was significantly higher than that of rural medical students (P 0.05), and the scores of freshmen on help factors were significantly higher than those of sophomore and junior students. The relationship between self-efficacy and test anxiety was significant negative correlation between medical students and test anxiety, and self-efficacy had a better predictive effect on test anxiety. A relationship of concern. Self-reproach, In fantasy, three factors of retreat were positively correlated with test anxiety (P 0.01) and P 0.05 (P < 0.05), and problem-solving was negatively correlated with test anxiety. Conclusion: (1) the examination anxiety of medical students is generally in the normal level, the female students have more serious test anxiety than the male students. Second and third grade medical students have more serious test anxiety than rural medical students.) Medical students in urban areas have a higher sense of self-efficacy than medical students in rural areas. The higher the self-efficacy of medical students, the lower the level of test anxiety. And adopting the coping style of self-accusation and retreat will increase test anxiety.
【學(xué)位授予單位】：鄭州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842

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