Professional Commitment And Its Relative Effect On Learning Belief, Academic Delay Of Gratification, Self-esteem Of Non-medical Undergraduates In Medical Colleges

BackgroundWith the expansion of higher education enrollment, medical colleges are also constantly adjust professional setting. The non-medical professionals of these medical colleges become more and more. But the setting of non-medical professionals has caused some problems, which include affecting the undergraduates’professional identity. However, research on this aspect is still very little, so we conduct the study about professional commitment and learning beliefs, academic delay gratification, self-esteem of non-medical undergraduates.ObjectivesIn this study, the professional commitment and its effects on learning psychology, self-esteem of non-medical undergraduates in medical colleges was systematically studied. Through the study, we want to achieve the following objectives. Firstly, to understand the impact of professional settings on non-medical undergraduates’professional commitment. Secondly, to find related influential factors of professional commitment, and to analyze the influence of professional commitment to learning psychology and self-esteem. Thirdly, to provide ideas for the medical colleges to optimize professional settings by analyzing the influential factors of professional commitment.MethodThis study was a cross-sectional survey to undergraduates of two medical colleges in Henan province. First, these students were divided to two groups according to "University Undergraduate Catalog (2012)" which was promulgated by the Ministry of Education, the non-medical group and medical group. The two groups were extracted by the method of stratified random cluster sampling, and500questionnaires were distributed in both groups. Finally, non-medical group recovered410, and the medical group recovered403. Five questionnaires were used in the study, including college students general information questionnaire (homemade), professional commitment of undergraduates scales (PCUS), learning beliefs questionnaire of college students (LBQCS), academic delay of gratification scale of college students (CSADOGS), self-esteem questionnaire of undergraduates (SEQU). T test, chi-square test, ANOVA, correlation analysis and multiple regression analysis were employed to do statically analysis, with P<0.05being statistical differences.ResultsThe results of the study were as follows. Non-medical undergraduates’total score of PCUS (85.11±11.60) was less than the medical undergraduates’93.82±11.43(P<0.05). In the group of non-medical undergraduates, there were statistical differences of non-medical undergraduates’professional commitment in the variables of professional consistency between applied and learned (t=5.657, P=0.000), grades (F=8.528, P=8.528). Non-medical undergraduates’scores of learning motivation beliefs, learning process beliefs, LBQCS, CSADOGS were3.45±0.39,3.48±0.44,3.47±0.42,23.27±6.21, and the scores of medical undergraduates were3.47±0.40,3.51±0.48,3.49±0.43,24.88±7.14. There was statistically difference between the two groups in the score of CSADOGS (P<0.05). The scores of SEQU (2.57±0.37), sense of belonging (2.51±0.57) in non-medical undergraduates were significantly lower than medical undergraduates (P<0.05). The professional commitment of non-medical undergraduates was positively correlated with learning beliefs, academic delay of gratification, and self-esteem (P<0.05). Multiple regression analysis showed that a linear regression relationship be found between normative commitment, ideal commitment and learning motivation beliefs (P<0.05). And the linear regression relationships also were found between emotional commitment, ideal commitment, continuing commitment and learning process beliefs (P<0.05), and between emotional commitment, normative commitment, continuing commitment and academic delay of gratification (P<0.05). And there also was linear regression relationship between the variables of emotional commitment, normative commitment and self-esteem (P<0.05).ConclusionsThrough this study, the following conclusions are obtained.Compared with the medical undergraduates, the non-medical undergraduates in medical college have an obviously lower professional commitment. And they also have a lower cognitive level and emotional connection level to the non-medical profession what they learning. And the professional commitment has the following characteristics, the undergraduates whose profession is consistent with they have applied have higher level of professional commitment, and the level of professional commitment roughly showed an increasing trend with the growth of grade.The non-medical undergraduates have an obviously lower level in learning beliefs and academic delay of gratification. Their degrees of efforts to learning, planned learning and self-control learning are inferior to medical students.The non-medical undergraduates’self-esteem level is lower than the medical undergraduates. And they have a poor sense of self-value and self-belonging.In the non-medical undergraduates of medical college, the lower their professional commitments are, the lower the learning beliefs, academic delay of gratification and self-esteem are. The non-medical undergraduates who have higher professional commitment are more likely to have a positive attitude and emotion to learning, are able to devote much more perseverance and hard work in the learning process, and have higher self-evaluation and self-esteem.