新办本科医学院校大学生课余时间管理能力、自我效能与学习效果的关系研究

A Study on the Relationship between Extracurricular Time Management Skills, Self-Efficacy and Academic Achievement of Undergraduate Students in Newly Established Medical Colleges

摘要: 目的：探究新办本科医学院校学生课余时间管理能力、自我效能和学习效果之间的关系及作用机制，以期为提高新办本科医学学生学习效果提供参考依据。方法：采用多阶段抽样法于2024年1月选取新疆某新办本科院校在校大学生1197名，以一般资料问卷、课余时间管理现状问卷、课余时间管理能力量表、一般自我效能感量表对其进行调查。结果：某新办本科院校在校大学生课余时间管理能力得分为(3.48 ± 0.72)分，在学制、性格、参加竞赛、补考次数、专业兴趣等18个变量上的差异均有统计学意义(P < 0.05)；一般自我效能感得分为(2.65 ± 0.63)分，在年级、性格、参加竞赛、学生干部、挂科数等20个变量上的差异均有统计学意义(P < 0.05)；课余时间管理能力和一般自我效能感之间存在显著正相关(r = 0.610, P < 0.01)；课余时间管理能力对一般自我效能感有正向预测作用(β = 0.610, P < 0.01)；通过K-平均值聚类分析可以将学生聚为两类；不同特征的学生通过决策树算法可以筛选出4个可预测变量，终末节点为7个。结论：课余时间管理能力、一般自我效能感和学习效果三者相互影响，可以通过提高学生的课余时间管理能力和一般自我效能，从而提高其学习效果。

Abstract: Objective: To explore the relationships and mechanisms among extracurricular time management skills, general self-efficacy, and academic achievement of students in newly established undergraduate medical schools, in order to provide a reference for improving the academic performance of students in these schools. Methods: A multi-stage sampling method was used to select 1,197 undergraduate students from a newly established medical school in Xinjiang in January 2024. They were surveyed using a general information questionnaire, an extracurricular time management status questionnaire, an extracurricular time management skills scale and a general self-efficacy scale. Results: The score of extracurricular time management skills of the undergraduate students in the newly established medical school was (3.48 ± 0.72), with statistically significant differences in 18 variables such as academic system, personality, participation in competitions, number of make-up exams and interest in major (P < 0.05); the score of general self-efficacy was (2.65 ± 0.63), with statistically significant differences in 20 variables such as grade, personality, participation in competitions, student cadres and number of failed courses (P < 0.05); there was a significant positive correlation between extracurricular time management skills and general self-efficacy (r = 0.610, P < 0.01); extracurricular time management skills had a positive predictive effect on general self-efficacy (β = 0.610, P < 0.01); students could be clustered into two categories through K-means clustering analysis; four predictable variables could be screened out for students with different characteristics through decision tree algorithm, with seven terminal nodes. Conclusion: Extracurricular time management skills, general self-efficacy and academic achievement interact with each other. Improving students’ extracurricular time management skills and general self-efficacy can enhance their academic performance.