摘要
目的:研究90后护生学习动机的影响因素,为更好地开展护理教育,提高教育效果提供理论依据。方法:采用学习动机量表、父母教养方式量表及自制的职业态度量表对咸阳市某医学院校2009级-2011级的本科、专科、专升本3个层级452名护生进行问卷调查,并进行统计学分析。结果:学习动机总体情况为求知兴趣得分最高、声誉获取得分最低;2011级与2010级、2009级护生学习动机有显著性差异;专升本护生在声誉获取方面与本科、专科护生存在显著差异;父母的温情理解、父亲的偏爱与内部动机呈正相关,父亲的惩罚严厉与外部动机呈正相关;职业态度与护生学习动机呈正相关,但2011级大专护生的职业态度与学习动机呈负相关。结论:90后护生的学习动机主要来自内部因素,并受年级、层次、父母教养方式和职业态度等的影响。
Objective ： To promote nursing education and enhance the effect of nursing education by thorougly studying the influencing factor of learning motivation of the generation after 90s. Methods： To investigate undergraduates,junior college students, upgraded college students （452） from grade 2009 to grade 2011 in a medical college in the city of Xianyang, using Learning Motivation Scale, Egna Minnen Barndoms Uppfostran （EMBU） and Homemade Professional Attitude Scale. Results：In general, the score of learning interest was the highest while the score of reputa- tion was the lowest. There was a significant difference in learning motivation between grade 2011 and grade 2009,2010. Comparing pursuit of repu- tation between upgraded college students, undergraduates, and junior college students, there loas a significant difference. Parents＇ tender under- standing and preference was positively related to intrinsic motivation. Parents＇ severe punishment was positively related to external motivation. Pro- fessional attitude was positively related to learning motivation except the junior college students in 2011. Conclusion：The learning motivation of nursing students after 90s mainly results from intrinsic factors, affected by grade, level, parenting style, and professional attitude and etc.
出处
《医学与社会》
2013年第6期85-88,共4页
Medicine and Society
关键词
护生
医学教育
学习动机
Nursing student
Medical education
Learning motivation
