Characteristic Of The Course-related Academic Emotion And Statistical Techniques Of The Structure Construct In Clinical Undergraduates

Objective To investigate the main characteristic, composition and influential factors on academic emotions in curriculum of basic subjects in a coastal medical university, discuss the application of multivariate statistical techniques in academic emotional classification. The emotional experience of research objects in different curriculum of basic subjects is clarified, just for the better work in quantification medical students' academic emotions in the future.Methods The relevant academic emotions in curriculum of basic subjects vocabulary were collected in a coastal medical university by interview and open questionnaire methods. Combining literature analysis,46 main academic emotional adjectives were summarized as this study subjects. The method of word similarity measurement was used which proposed by Liu Qun and others based on the HowNet.46 academic emotional adjectives similarity were obtained, and structure matrix was built by word similarity matrix which can process hierarchical clustering analysis. Team was considered to be a unit and cluster randomized sampling was applied to select all the subjects. Various statistical methods will be used to explore influence factors that produce different academic emotions, and each grade clinical medical undergraduates' academic emotional adjectives will be collected at all.Results The course-related academic emotion of clinical medical undergraduates gives priority to with "positive-high arousal" in a coastal medical university, which basic constitute is interest, happy, calm, curious, distress, anxiety, contented, satisfaction, and love, tension, relax, relaxed, uncertainty, tedious and boring. This school opened 16 basic medical subjects totally,7 courses of basic medical subjects give priority to with "positive-high arousal",6 courses of basic medical subjects give priority to with "negative-high arousal", and 3 courses of basic medical subjects give priority to with "positive-low arousal". The main influential factors of academic emotions in curriculum of basic subjects for clinical medicine undergraduates are personal factors and environmental influences which concluded with the post of class committees, winning scholarships, attending extra-curricular activities, the family economic situation and academic motivations, and so on. The relationship between self-efficacy and positive course-related academic emotions is positive correlation, which between self-efficacy and negative curriculum of basic subjects academic emotions is negatively correlated, so does general academic emotions.Conclusion The word similarity can be used to build matrix in order to make hierarchical clustering analysis which can help to divide separate academic emotions after calculating word similarity measurement. This method works well. The level of negative academic emotions for second grade clinical medicine undergraduates is higher than other grades. Grade 1 and grade 2 clinical medicine undergraduates are easily impacted by external environment, while grade 3 clinical medicine students are easily impacted by individual factors.