CAJ | 학술논문

目的探索医学生自我调节学习能力的内在结构,编制医学生自我调节学习能力调查表(MSSRLQ),并检验其信度和效度.方法以Zimmerman对自我调节学习的定义为基础,从学习动机、元认知和行为3个角度构建医学生自我调节学习能力框架,通过文献回顾、医学生访谈和专家论证等方法编制调查表条目,并将条目归类、划分为情感体验和认知行为两部分,共11个子维度.通过对某医科大学的586名学生的调查,检验调查表的内部一致性信度和效标效度,并运用探索性因素分析、验证性因素分析以及结构方程模型着重验证调查表的结构效度.结果调查表的内部一致性信度为0.927,重测信度为0.808.调查表中的认知行为部分可以提取出“学习行为的可调性”“学习任务的贯彻力”和“知识信息的加工度”3个主维度,验证性因素分析结果比较理想(x2/df=2.83,GFI=0.94,NFI=0.91,CFI =0.94,RMSEA=0.079).调查表中的情感体验部分可以划分为“学习意愿”和“自我效能”2个主维度,对认知行为有直接促进作用,结构模型拟合指数理想(x2/df=2.23,GFI=0.997,NFI=0.996,CFI=0.998,RMSEA=0.046).结论医学生自我调节学习能力包含情感体验和认知行为两部分;前者包涵“学习意愿”和“自我效能”,对学习中的认知行为有直接促进作用;后者的核心是“学习行为的可调性”,对“学习任务的贯彻力”和“知识信息的加工度”有直接影响.本次研究编制的《医学生自我调节学习能力调查表》具有良好的信度和效度,适用于测量我国医学生的自我调节学习能力.
목적 탐색의학생자아조절학습능력적내재결구,편제의학생자아조절학습능력조사표(MSSRLQ),병검험기신도화효도.방법 이Zimmerman대자아조절학습적정의위기출,종학습동궤、원인지화행위3개각도구건의학생자아조절학습능력광가,통과문헌회고、의학생방담화전가론증등방법편제조사표조목,병장조목귀류、화분위정감체험화인지행위량부분,공11개자유도.통과대모의과대학적586명학생적조사,검험조사표적내부일치성신도화효표효도,병운용탐색성인소분석、험증성인소분석이급결구방정모형착중험증조사표적결구효도.결과 조사표적내부일치성신도위0.927,중측신도위0.808.조사표중적인지행위부분가이제취출“학습행위적가조성”“학습임무적관철력”화“지식신식적가공도”3개주유도,험증성인소분석결과비교이상(x2/df=2.83,GFI=0.94,NFI=0.91,CFI =0.94,RMSEA=0.079).조사표중적정감체험부분가이화분위“학습의원”화“자아효능”2개주유도,대인지행위유직접촉진작용,결구모형의합지수이상(x2/df=2.23,GFI=0.997,NFI=0.996,CFI=0.998,RMSEA=0.046).결론 의학생자아조절학습능력포함정감체험화인지행위량부분;전자포함“학습의원”화“자아효능”,대학습중적인지행위유직접촉진작용;후자적핵심시“학습행위적가조성”,대“학습임무적관철력”화“지식신식적가공도”유직접영향.본차연구편제적《의학생자아조절학습능력조사표》구유량호적신도화효도,괄용우측량아국의학생적자아조절학습능력.
Objective Self-regulated learning is an important ability for medical students.This ability contains both emotional and cognitive-behavior aspects.And the complexity of the structure on this ability reflects largely by the cognitive-behavior aspect.This article deeply explored the structure of medical student's self-regulated learning (especially on the cognitive-behavior aspect) and developed an efficient instrument for the evaluation of this ability.Methods Formatting the Medicine Student' s Self-Regulated Learning Questionnaire (MSSRLQ) and investigating 586 students in a medical collage,and applying statistic methods such as exploratory factor analysis,confirmatory factor analysis,and structural equation modeling to verify the reliability and validity of the MSSRLQ.Results The internal consistency reliability of the MSSRLQ was 0.927,and the test-retest reliability of the MSSRLQ was 0.808.The results of confirmatory factor analysis (x2/df=2.83,GFI =0.94,NFI =0.91,CFI =0.94,RMSEA =0.079) indicated that the cognitive-behavior aspect of the MSSRLQ contained 3 major divisions.They were "regulation of learning behavior","implement of learning task" and "information process".And the results of Structural Equation Modeling (x2/df=2.23,GFI =0.997,NFI =0.996,CFI =0.998,RMSEA =0.046) indicated that the emotional aspect of MSSRLQ (" learning will" and "self-efficacy") directly affected the cognitivebehavior aspect.Conclusions It suggests that the ability for medical students' self-regulated learning may be a multi-dimensional and multi-hierarchical model.The questionnaire has favorable reliability and validity,was comprehensive and efficient.It may be suitable for measuring the medical students' selfregulated learning ability.