Study On The Relationship Between Self-regulated Learning, Perceived Self-efficacy And Academic Emotion Of Medical Students

Objective:The purpose of this paper were discussing the current situation of self-regulated learning for medical students and the relationships between self-regulated learning, perceived self-efficacy and academic emotion. Focus on the influence on self-regulated learning by the improvement of perceived self-efficacy and academic emotion to give some advices to Medical colleges for their innovation. Methods:This paper adopted the method of general survey. Extracted 815 students from two majors and four grades of Management College of Shan Xi Medical University as the research objects. The university students’ self-regulated learning ability questionnaire consists of self-regulated learning ability questionnaire and perceived self-efficacy questionnaire and academic emotion questionnaire for investigation. Then the data were investigated by using the method of descriptive analysis and statistical analysis. Last the author revealed the status of self-regulated learning for medical students and the relationships between self-regulated and perceived self-efficacy and academic emotion by using the data. Results:1. The medical university students’ self-regulated learning ability in an overall good condition. Seven dimensions from two parts of self-regulated learning ability questionnaire get more then 4 points average score on each question. Two dimensions of the questionnaire get close to 3 points average score on each question. There are significant differences in some dimensions of different gender different home town and different grades medical university students. Girls get higher score then boys in dimensions like inner target out target control of learning and methods(P<0.05). Students who was grown in city get higher score then who was grown in county in dimensions of out target(P<0.05). There are significant differences among medical students of different grades in dimensions like out target learning anxiety methods learning management emotion management and strategy overall(P<0.05).2. The medical university students’ perceived self-efficacy in an overall good condition. There are no significant differences in general self-efficacy scores between different genders. But both boys’ and girls’ average scores are higher then comprehensive university students’ average scores(P<0.05). Students who was grown in city get higher score then who was grown in county in dimensions of general self-efficacy(P<0.05). There are significant differences among medical students of different grades in academic self-efficacy and general self-efficacy(P<0.05).3. There are significant differences in academic emotion scores between different genders. Girls get higher scores in positive emotions and lower scores in negative emotions then boys. There are significant differences among medical students of different grades in some dimensions like relax proud happy hope bored disappointed and ashamed(P<0.05). The sophomores were reported out most problems then other students in academic emotion.4. Correlative analysis showed that there was a positive correlation between majority dimensions of self-regulated learning and three different parts of perceived self-efficacy, there was a positive correlation between majority dimensions of self-regulated learning and positive emotions, a negative correlation between majority dimensions of self-regulated learning and negative emotions. Regression analysis showed that self-adjusting self-efficacy academic self-efficacy positive emotion and negative emotion entered the final equation, the last dimension can passive predict the changes of self-regulated learning and other three dimensions can forward predict the changes of self-regulated learning. The 70% changes of dependent variable can be explained by the four independent variables. Every one point increased in self-adjusting self-efficacy, academic self-efficacy and positive emotion, self-regulated learning score was increased 2.615 points 1.267 points and 0.353 points. Every one point increased in negative emotion, self-regulated learning score was reduced 0.284 points. Conclusion:1. Medical college students’ overall situation of self-regulated learning ability is good, junior students do better in learning strategies, so medical college students are not lack of good learning strategy and learning ability, just as the grade rises, the good study habits can’t keep down, to further improve the self-regulated learning ability from the intrinsic motivation of students, set up the consciousness of self-improvement, keep learning enthusiasm. In the investigation of medical college students on self-regulated learning, perceived self-efficacy, and medical emotions the boys’ score was significantly lower than girls’ on the many indicators, multiple index of the sophomores scored the lowest in four grades, the teachers and management should be focused on the sophomores.2. Regression analysis showed that self-adjusting self-efficacy academic self-efficacy positive emotion and negative emotion entered the final equation; four indicators have different degree of prediction for self-regulated learning scores.3. The author advised that medical university should set up related courses, improve the subject status of students in the teaching activities improve the evaluation system, set up specialized agencies and professional personnel to guide students’ emotions and other kinds of ways to improve teaching management, improve medical students’ self-efficacy and general academic emotional experience, to promote self-regulated learning ability.