组织学成绩与学习压力的关系
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摘要
目的探讨北京协和医学院临床医学8年制学生组织学学习成绩与压力的关系。方法对91名学生的组织学成绩进行教育测量学计算,采用半结构式问卷调查其心理压力和躯体症状,对三者的关系进行统计学分析。结果担心不及格的学生成绩中位数显著低于其余学生(P<0.001),感到很焦虑的学生成绩中位数显著低于其余学生(P<0.01)。担心不及格的学生易于出现考前多次失眠症状(P<0.05);感到很焦虑的学生既更易于考前多次失眠(P<0.001),也更易于考后发烧感冒(P<0.01)。考前1周多次失眠的学生成绩中位数显著低于其余学生(P<0.05)。结论有较大压力感的学生成绩相对不够理想,且更容易出现感冒、发烧等躯体症状。老师应对学生的学习成绩、心理压力和躯体症状3个方面进行全方位和具体化的指导和关心,引导学生正确面对学习压力,帮助学生实现专业知识和生理心理的健康成长。
Objective To explore the relationship between histological examination scores and learning stress of eight-year students majoring in clinical medicine in Peking Union Medical College. Methods Educational measurements were used to evaluate the histological examination scores. The psychological stress and somatic symptoms were investigated by semi-structured questionnaires. The relationship among the three was analyzed by using of mathematical and statistical method. Results Median scores of students worried about failing the exam were significantly lower than those of the other students(P<0.001); Median scores of students with a high level of anxiety were significantly lower than those of the other students(P<0.01). Students worried about failing the exam are more likely to have frequent insomnia before the examination(P<0.05). Students with a high level of anxiety are more likely to have frequent insomnia before the examination(P<0.001) and are more likely to catch a cold or have a fever after the examination(P<0.01). Median scores of students with frequent insomnia before the examination were significantly lower than those of the other students(P<0.05). Conclusion Students with greater pressure are more likely to score worse in histological examination, and more likely to catch a cold or have a fever. Teachers should care about students in the aspects of academic performance, psychological stress and physical symptoms and provide guidance to students to face the pressure in order to help students with medical learning and physical and mental health.
Objective To explore the relationship between histological examination scores and learning stress of eight-year students majoring in clinical medicine in Peking Union Medical College. Methods Educational measurements were used to evaluate the histological examination scores. The psychological stress and somatic symptoms were investigated by semi-structured questionnaires. The relationship among the three was analyzed by using of mathematical and statistical method. Results Median scores of students worried about failing the exam were significantly lower than those of the other students(P<0.001); Median scores of students with a high level of anxiety were significantly lower than those of the other students(P<0.01). Students worried about failing the exam are more likely to have frequent insomnia before the examination(P<0.05). Students with a high level of anxiety are more likely to have frequent insomnia before the examination(P<0.001) and are more likely to catch a cold or have a fever after the examination(P<0.01). Median scores of students with frequent insomnia before the examination were significantly lower than those of the other students(P<0.05). Conclusion Students with greater pressure are more likely to score worse in histological examination, and more likely to catch a cold or have a fever. Teachers should care about students in the aspects of academic performance, psychological stress and physical symptoms and provide guidance to students to face the pressure in order to help students with medical learning and physical and mental health.
引文
[1] Xu M. Investigation and analysis of college students’ learning stress[J]. Research in Ideological Education, 2011(2): 91-94. (in Chinese)徐曼. 大学生学习压力状况调查与分析[J]. 思想教育研究,2011(2):91-94.
[2] Zhang HF, Liu XL. An empirical study of the relationship between college students’learning stress and academic performance[J]. Beijing Education (Moral Education), 2014,(4):4-7. (in Chinese)张洪峰,刘旭璐. 大学生学习压力和学业倦怠与成绩关系的实证研究[J]. 北京教育(德育),2014,(4):4-7.
[3] Wu H, Guo YCh, Qu PH, et al. Investigation on learning stress and mental health of medical students[J]. Science Popularity: Science Education, 2014,(6): 109-109. (in Chinese)吴含,郭雨晨,屈朋欢,等. 医学生学习压力与心理健康状况的调查[J]. 科学大众:科学教育,2014,(6):109-109.
[4] Li Zh. Influencing factors of stress before test for senior middle school students and the relationship with their scores[D]. Fourth Military Medical University, 2010. (in Chinese)李卓. 高三学生考前心理压力影响因素研究及其与考试成绩的关系[D]. 第四军医大学,2010.
[5] He XY. A study of the relation about learning burnout, learning pressure and academic achievement of local teachers college students[D]. Northeast Normal University, 2010. (in Chinese)何香仪. 地方高师院校学生学习倦怠、学习压力与学业成绩的关系研究[D]. 东北师范大学,2010.
[6] Jiang Ch, Huang H, Liu SM, et al. The life events and subjective well-being from long-term medical students[J]. Basic & Clinical Medicine, 2013, 33(2): 253-256. (in Chinese)蒋超,黄华,刘思茂,等. 长学制医学生的生活事件与幸福感[J]. 基础医学与临床,2013,33(2):253-256.
[7] Luo MP, Wang YY, Cao N, et al. The edification of elite education culture——the cultivation of medical students[J]. Beijing Education (Moral Education), 2008,(3): 32-34. (in Chinese)罗明普,王芸彦,曹宁,等. 精英教育文化熏陶——医学生成长成才的亮点[J]. 北京教育(德育),2008,(3):32-34.
[8] Fang YR, Ke XF, Liu L, et al. Study on test of the anxiety of college students and the association with examination results[J]. Journal of Anhui University of Science and Technology (Natural Science), 2003, 23(2): 79-81. (in Chinese)方玉荣,柯贤福,等. 大学生考试焦虑与考试成绩关系的初步探讨[J]. 安徽理工大学学报(自然科学版),2003,23(2):79-81.
[9] Qiu WY, Xu YY, Qian XJ, et al. Effects of CBL in teaching human embryology for medical students[J]. Basic & Clinical Medicine, 2017, 37(6): 903-906. (in Chinese)仇文颖,徐园园,钱晓菁,等. CBL教学法对医学生胚胎学教学效果的影响[J]. 基础医学与临床,2017,37(6):903-906.
[10] Lü H. Diagnosis and treatment of physical performance of college students’ psychological stress[J]. Journal of Civil Aviation University of China, 2007, 25(Suppl 1): 149-150. (in Chinese)吕慧. 大学生心理压力躯体化表现诊治[J]. 中国民航大学学报,2007,25(Suppl 1):149-150.
[11] Guo Sh, Ye XY, Liu ZhH. Research on the reaction-formation of college students’ psychological stress[J]. Campus Psychology, 2013,(5): 291-293. (in Chinese)郭双,叶向阳,刘志宏. 大学生心理压力反应结构研究[J]. 校园心理,2013,(5):291-293.
[12] Xiao N. Research on factor related to insomnia of university student[J]. Health Medicine Research and Practice, 2013, 10(4): 53-55. (in Chinese)肖南. 大学生失眠相关因素研究[J]. 保健医学研究与实践,2013,10(4):53-55.
[13] Zhang ShW. On teachers’ tolerance education for students[J]. Contemporary Education Theory and Practice, 2010, 2(2): 16-19. (in Chinese)张书雯. 论教师对学生的宽容教育[J]. 当代教育理论与实践,2010,2(2):16-19.
[2] Zhang HF, Liu XL. An empirical study of the relationship between college students’learning stress and academic performance[J]. Beijing Education (Moral Education), 2014,(4):4-7. (in Chinese)张洪峰,刘旭璐. 大学生学习压力和学业倦怠与成绩关系的实证研究[J]. 北京教育(德育),2014,(4):4-7.
[3] Wu H, Guo YCh, Qu PH, et al. Investigation on learning stress and mental health of medical students[J]. Science Popularity: Science Education, 2014,(6): 109-109. (in Chinese)吴含,郭雨晨,屈朋欢,等. 医学生学习压力与心理健康状况的调查[J]. 科学大众:科学教育,2014,(6):109-109.
[4] Li Zh. Influencing factors of stress before test for senior middle school students and the relationship with their scores[D]. Fourth Military Medical University, 2010. (in Chinese)李卓. 高三学生考前心理压力影响因素研究及其与考试成绩的关系[D]. 第四军医大学,2010.
[5] He XY. A study of the relation about learning burnout, learning pressure and academic achievement of local teachers college students[D]. Northeast Normal University, 2010. (in Chinese)何香仪. 地方高师院校学生学习倦怠、学习压力与学业成绩的关系研究[D]. 东北师范大学,2010.
[6] Jiang Ch, Huang H, Liu SM, et al. The life events and subjective well-being from long-term medical students[J]. Basic & Clinical Medicine, 2013, 33(2): 253-256. (in Chinese)蒋超,黄华,刘思茂,等. 长学制医学生的生活事件与幸福感[J]. 基础医学与临床,2013,33(2):253-256.
[7] Luo MP, Wang YY, Cao N, et al. The edification of elite education culture——the cultivation of medical students[J]. Beijing Education (Moral Education), 2008,(3): 32-34. (in Chinese)罗明普,王芸彦,曹宁,等. 精英教育文化熏陶——医学生成长成才的亮点[J]. 北京教育(德育),2008,(3):32-34.
[8] Fang YR, Ke XF, Liu L, et al. Study on test of the anxiety of college students and the association with examination results[J]. Journal of Anhui University of Science and Technology (Natural Science), 2003, 23(2): 79-81. (in Chinese)方玉荣,柯贤福,等. 大学生考试焦虑与考试成绩关系的初步探讨[J]. 安徽理工大学学报(自然科学版),2003,23(2):79-81.
[9] Qiu WY, Xu YY, Qian XJ, et al. Effects of CBL in teaching human embryology for medical students[J]. Basic & Clinical Medicine, 2017, 37(6): 903-906. (in Chinese)仇文颖,徐园园,钱晓菁,等. CBL教学法对医学生胚胎学教学效果的影响[J]. 基础医学与临床,2017,37(6):903-906.
[10] Lü H. Diagnosis and treatment of physical performance of college students’ psychological stress[J]. Journal of Civil Aviation University of China, 2007, 25(Suppl 1): 149-150. (in Chinese)吕慧. 大学生心理压力躯体化表现诊治[J]. 中国民航大学学报,2007,25(Suppl 1):149-150.
[11] Guo Sh, Ye XY, Liu ZhH. Research on the reaction-formation of college students’ psychological stress[J]. Campus Psychology, 2013,(5): 291-293. (in Chinese)郭双,叶向阳,刘志宏. 大学生心理压力反应结构研究[J]. 校园心理,2013,(5):291-293.
[12] Xiao N. Research on factor related to insomnia of university student[J]. Health Medicine Research and Practice, 2013, 10(4): 53-55. (in Chinese)肖南. 大学生失眠相关因素研究[J]. 保健医学研究与实践,2013,10(4):53-55.
[13] Zhang ShW. On teachers’ tolerance education for students[J]. Contemporary Education Theory and Practice, 2010, 2(2): 16-19. (in Chinese)张书雯. 论教师对学生的宽容教育[J]. 当代教育理论与实践,2010,2(2):16-19.
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