基于结构方程模型的医学生统计焦虑影响因素分析

目的应用结构方程模型探讨影响医学生统计焦虑的因素及其相关关系。方法采用学习动机量表、学习过程量表(R-SPQ-2F)和统计焦虑中文版量表(STARS)制作调查问卷,随机抽取锦州医科大学不同年级、不同专业学生进行问卷调查,回收有效问卷341份;采用Pearson线性相关分析探讨学习动机、学习策略和统计焦虑间的关系,并拟合结构方程模型(Structural Equation Model, SEM)。结果内生动机与统计焦虑之间呈负相关关系(r=-0.111, P<0.05);外生动机与统计焦虑之间呈正相关关系(r=0.117, P<0.05);浅层学习与统计焦虑间呈负相关关系(r=-0.239, P<0.01)。SEM结果显示,内生动机对寻求帮助焦虑、解释焦虑的路径系数分别为β=-0.353(t=-5.249, P<0.001),β=-0.301 (t=-4.190, P<0.001);外生动机对寻求帮助焦虑、解释焦虑的路径系数分别为β=0.277 (t=3.654, P<0.001),β=0.212 (t=2.735, P<0.001)。结论内生动...

Analysis of influence factors of statistics anxiety among medical students based on structural equation model

Abstract: Objective To study the influence factors of statistics anxiety among medical students. Methods The questionnaire consists of the study motivation scale, revised two-factor Study Process Questionnaire (R-SPQ-2F) and the statistical anxiety rating scale. Students of different grades and different majors in Jinzhou Medical University were randomly drawn in this study. The valid questionnaires from 314 students have been collected. Pearson’s Correlation analysis was applied to explore the relation among learning motivation, learning strategies and statistics anxiety. Structural equation model was constructed based on above three items and conducted the maximum likelihood method to fit the initial model. Results There was a negative correlation between intrinsic motivation and statistics anxiety (r=-0.111, P<0.050); There was a positive correlation between extrinsic motivation and statistics anxiety (r =0.117, P <0.050). There was a negative correlation between surface learning and statistics anxiety (r =-0.239, P <0.010). The results of SEM showed that, the path coefficients of intrinsic motivation to anxiety of asking for help and interpretation anxiety were respectively β=-0.353 (t=-5.249, P<0.001), β=-0.301(t=-4.190, P<0.001). Oppositely, the path coefficients of extrinsic motivation to anxiety of asking for help and interpretation anxiety were β=0.277 (t=3.654, P<0.001) and β=0.212 (t=2.735, P<0.001), respectively. Conclusion Intrinsic motivation may reduce statistics anxiety, and extrinsic motivation may increase statistics anxiety.