Research On The Relationship Between Self-efficacy And Medical College Students’ Academic Achievement

Objective:(1)For this study, medical students in medical school cluster sampling survey to find out the relationship between medical students’ self-efficacy, academic achievement and academic performance.(2)This article by medical specialty groups for the study of college students in general self-efficacy of psychological intervention group, by way of group intervention to improve self-efficacy in medical university, thus improving their academic achievement.Method:(1)Research: This study used "general self-efficacy questionnaire", "university student academic achievement Scale" and in 2014 two different semester final exam original score, select Shanxi Medical University full-time medical students to investigate 1536 study, using the t test, analysis of variance, correlation analysis and other related findings of Medical Students.(2)Experimental study: This study was use of open recruitment of voluntary registration the way, 65 subjects were identified group psychological intervention, the process of shedding 2 people. Using blank control group, the control group did not take any interventions.Results:(1)Medical Students’ general self-efficacy mean and standard deviation of 2.56 ± 0.69, compared with the national norm Students(boys and 2.69 ± 0.57, female 2.55 ± 0.53), significantly lower than the norm boys and girls closer to the norm(p <0.01); the existence of significant gender differences(male 2.61 ± 0.52, female 2.54 ± 0.48) Medical Students ’general self-efficacy, the general sense of the boys’ self-efficacy was significantly higher than girls(p <0.01); the new students and Usually there is no self-efficacy on the Field of Education significant difference(City 2.59 ± 0.48, rural 2.53 ± 0.45).(2)Medical Students’ Academic Achievement mean and standard deviation of 3.97 ± 0.68(which studies dedicate 3.73 ± 0.93, task performance 3.99 ± 0.78, promote interpersonal 4.28 ± 0.81, total performance of 3.71 ± 0.96), the students, the professional classification and sex on academic achievement and its dimensions were not significantly different(p <0.05).(3)Medical Students’ academic performance in 2014 twice the original score of the final exam standard score(score A68.54 ± 8.59, score B67.71 ± 7.42) as a reference, no significant differences(p <0.05) before and after the second score. There are significant differences(p <0.05), specializing in gender classification(score 71.26 ± 8.42, boy:: Results 65.34 ± 7.26, girls). In the students to respect(City: Results 68.27 ± 7.96, Rural: Results 69.23 ± 7.71,) there was no significant difference(p <0.05).(4)Medical Students’ general self-efficacy and academic achievement was a significant positive correlation(p <0.05). Medical Students’ general self-efficacy and academic achievement and learning dedication factors, task performance factor, interpersonal contributing factor to the overall performance factor showed a significant positive correlation(p <0.05). Medical Students’ academic performance and academic achievement was no significant correlation(p <0.05).(5)Compared to after the intervention group and the control group general self-efficacy improved, and a significant difference(p <0.05). After the intervention group was higher academic achievement and its dimensions and academic achievement, learning dedication factors, task performance factor, interpersonal contributing factor were significantly different, grades and academic achievement overall performance was no significant difference(p <0.05).Conclusion:(1)Baseline survey about the medical college students in general self-efficacy: men generally self-efficacy was significantly lower than the national norm of college students, girls and National University level norm was no significant difference. Demographic variables gender affect the general sense of self-efficacy. Medical Students’ general self-efficacy and academic achievement and its dimensions and academic achievement was a significant positive correlation.(2)Psychological intervention makes sense Medical Students generally have significantly improved self-efficacy, in turn, can improve the academic achievement of medical college students.