The Characteristics Of Academic Motivation And The Relationship Between Academic Motivation, Achievement Attribution And Self-efficacy Of Physician Excellence Program Students

BackgroundAcademic achievement motivation is one of the important research content of psychology. Academic achievement motivation level is affected by many factors, which plays an important role in students’academic achievement. National excellent doctor program medical students as a new group, now gradually attracted extensive attention of the whole society. Further study of their academic achievement motivation and related factors on it has important significance.ObjectivesUnderstand the characteristics of outstanding physicians program medical students’ self-efficacy, achievement motivation, achievement attribution and the differences in demographic variables; Explore the relationship between the achievement attribution, academic achievement motivation, self-efficacy of outstanding physicians program medical students; Further study the factors that affect outstanding physicians program medical students’achievement motivation.MethodsUsing multidimensional-multi-attributional causality scale, achievement motivation scale, self-efficacy scale and editing the demographic questionnaire as a research tool with a random sampling method, choosing all the national outstanding doctor program medical students in Xinxiang Medical University(430 people), common clinical medical students, a total of 258 people, a total of 678 as the research object of investigation and study. Using SPSS17.0 to make description statistics, t test, analysis of variance, correlation analysis and regression analysis of the collected data.Results1. The achievement motivation level of excellence in medical students’academic is higher than ordinary clinical medical students as a whole. Outstanding physicians program medical students and common clinical medical students on academic achievement motivation scores have a significant difference (t= 2.95, P< 0.01); No significant difference on the pursuit of success factors (t= 0.37, P> 0.05); In avoiding failure factors, there was a significant difference on score (t= 4.19, P< 0.01). Excellence in medical students’ total score on academic achievement motivation and each factors on gender, family, a single child or not,there was no significant difference (t=1.54, P> 0.05, t= 1.59 P> 0.05,t= 0.17, P> 0.05); Pursuing success factor on the grade, there was a significant difference (t= 3.31, P< 0.01); Avoiding failure factor and achievement motivation had no significant differences in grade variable (t= 1.60, P> 0.05, t= 0.86, P> 0.05);2. Excellence in medical students’ learning behavior efficiency was higher than ordinary clinical medical students’. On learning behavior self-efficacy factor, two classes of subjects’ results, there was a significant difference (t= 1.95, P< 0.05); In learning self-efficacy, self-efficacy score, two kinds of medical students score had no significant difference (t= 0.56, P> 0.05,t= 0.57, P> 0.05). Self-efficacy scores and learning self-efficacy scores, there was a significant difference on gender (t= 3.04, P< 0.01, t= 0.01, P< 0.01); Self-efficacy scores and academic self-efficacy scores on grade variable, there was a significant difference (t= 4.22, P< 0.01, t= 0.01, P< 0.01).3. Excellence in medical students’are more inclined to internal control attribution than ordinary clinical medical students, while common clinical medical students tend to be external control attribution. Attribution of two classes of medical students in ability, effort, luck, background, there was an significant difference (t= 4.26, P< 0.01,t= 0.01, P< 0.01, t= 5.45, P< 0.01, t= 6.78, P< 0.01, t= 6.57, P< 0.01). Under the condition of school failure, gender in luck attribution, background attribution, failure attribution score, there were significant difference (t= 2.40, P< 0.05, t= 0.05, P< 0.05, t= 0.05, P< 0.05); Under the condition of academic success, outstanding doctor program medical students’ grade factor in the efforts of attribution, luck attribution, background, there were significant difference (t= 2.33, P< 0.05, t= 0.05, P< 0.05, t= 0.05, P< 0.05); Under the condition of academic failure, different grade outstanding physicians program medical students on ability attribution, luck attribution, background attribution and failure attribution, achievement attribution,there were significant difference (t= 3.23, P< 0.05, t = 0.05, P< 0.05, t= 0.05, P< 0.05, t= 0.05, P< 0.05).4. Under the condition of academic success, in addition to the pursuit of success factor and luck factor is not related, avoiding failure factor and ability effort factor is not related, achievement motive and background, luck, success attribution of total score, total score learning behavior self-efficacy is not relevant, academic achievement motivation factor and academic self-efficacy, achievement attribution factor were significant related (P < 0.05); Under the condition of school failure, in addition to the pursuit of success factor ability, background, and luck, failure attribution score was not significant; Avoiding failure factor associated with effort, self-efficacy of academic achievement scores was not significant; Achievement motivation and effort, background, behavior, self-efficacy factors were not significant related, academic achievement motivation factor and academic self-efficacy, achievement attribution factor were significant related(P< 0.05).5. Under the condition of academic success, learning self-efficacy, luck combined to explain their achievement motivation variance of 16%. Under the condition of school failure, learning self-efficacy, attribution of total failure, combined to explain their achievement motivation variance of 16%.Conclusions1. Outstanding physicians program medical students’academic achievement motivation level is higher than normal clinical medical students’; Freshman is stronger than a sophomore with the pursuit of a successful achievement motivation; Gender, students had little influence on the achievement motivation level.2. Outstanding physicians plan students’ academic self-efficacy is higher than common clinical medical students; Excellence in medical students tend to contribute academic success to steady efforts and ability. Luck, learning self-efficacy can predict academic achievement motivation level.