Learning Motivation And Its Influencing Factors Of Adult Medical Students

Objective: To compare learning motivation of ordinary full-time undergraduates and of the adult higher education medical undergraduate students,this thesis distill the differences in learning motivation and related influencing factors.Afterwards,this thesis projects approaches to enhance adult education students' learning motivation and advice of improving learning effect.Methods: Using stratified cluster sampling method in Anhui medical university and Wannan Medical College,this thesis randomly draw samples from clinical medicine undergraduates and nursing undergraduates of both adult education and ordinary full-time education for questionnaire survey.Survey content includes general demographic characteristics,learning motivation,satisfaction with learning effect,general self-efficacy.This survey collects 328 adult higher-education undergraduates of medical major and 324 peers of same major and age in the higher medical undergraduate education for comparison research.This thesis uses T test,correlation analysis,regression analysis and other statistical methods for statistical analysis of retrieved data.Results: 1.In surveyed 652 undergraduates,the all aspects of learning motivation of students in the adult education are significantly higher than that of general education peers and differences are of highly statistical significance(P<0.01).Adult education undergraduates of different genders,grades and majors have a higher learning motivation scores and internal and external motivation subscales scores than that of general education peers.Although differences between lower grade freshmen in the adult education and general education learning motivation has no statistical significance(P>0.05),other differences are highly statistically significant(P<0.01).2.Intrinsic motivation scores in adult education and general education male students are significantly higher than female students,while extrinsic motivation differences are not obvious.Further research indicates that male students in adult education have higher score than female students in challenging and pursuit of return.Whereas,reliance on others evaluation score is significantly lower than girls(P<0.05).At P<0.05 level,the following index has statistical value in different-aged students of adult education: learning motivation scores(F=12.633,P=12.633),internal learning motivation score(F=11.296,P=0.000),the external motivation score(F=8.812,P=0.000),challenging(F=8.969,P=8.969),absorption(F=11.196,P=0.000),choose simple tasks(F=3.915,P=3.915),pay attention to interpersonal competition(F = 11.061,P = 11.061),the pursuit of return(F=5.581,P=0.004),With the age increasing,their learning motivation,subscales and total score six dimension scores increase.Below 20 years old or general education of intrinsic motivation score(39.66±6.36)is significantly higher than 21-25,intrinsic motivation(37.43±8.65).With the age increasing,its total score,learning motivation subscales scores go on to decline.At P< 0.05 level,the following index has statistical value :the different grade adult-education students learning motivation scores(F=4.946,P=4.946),and internal learning motivation score(F=5.934,P=0.003),challenging(F=5.699,P=5.699),absorption(F=5.298,P=5.298),and pay attention to interpersonal competition(F=4.435,P=4.435),the pursuit of return(F=13.466,P=0.000).As challenging index shows lower grade students have higher performance than the intermediate grade,scores of different levels of the adult education of learning motivation are in proportion to grades change.At P<0.05 level,the different grade of general education student learning motivation scores(F=4.381,P=4.381),and internal learning motivation score(F=18.965,P=0.000),the external motivation score(F=3.053,P=0.049)difference is statistically significant,while higher grade students' learning motivation and subscales score decline.Inside and outside resource of the nursing majors' learning motivation subscales and six dimensions are lower than that of clinical medicine majors,as other differences are of high statistical value except evaluation score of reliance on others(P<0.01).The nursing major's learning motivation and subscales score are lower than that of clinical medicine major,and the learning motivation and external motivation total score show statistical difference(P<0.05).Married adult education students' learning motivation of internal and external subscales score,challenging,absorption,focus on competition,the pursuit of return score are higher than the unmarried and the difference was statistically significant(P<0.05).Parents enrolled in adult education have learning motivation subscales score and six dimensions that are significantly higher than that of the childless students,while other differences are highly significant(P<0.01)except evaluation score of reliance on others.At p<0.05 level,the following difference index has statistical value among their years of working demography,adult-education on-the-job students ' learning motivation scores(F=7.082,P=7.082),and internal learning motivation score(F=5.858,P=0.000),the external motivation score(F=5.868,P=0.000),challenging(F=4.840,P=4.840),sex(F=5.842,P=5.842),and reliance on others evaluation(F=3.743,P=3.743),and pay attention to interpersonal competition(F=5.535,P=5.535),the pursuit of return(F=5.581,P=0.004).Working years between 11 and 15 have lower scores than those of 16 or above working years,other ratings are the highest and unemployed students have the lowest scores at different levels of the learning motivation.With different approbation degree of adult education diploma,students only have difference towards focus on the interpersonal competition dimension in learning motivation.Significant recognition students have higher scores than the less recognition and basic recognition degree(P<0.05).Professionally relevant adult-education undergraduate students have higher learning motivation score(86.43±10.72)than that of professionally unrelated(79.73±7.50),both internal and external learning motivation subscales and six dimension score show no statistical difference(p>0.05).3.Adult education learning satisfaction score(119.65±11.01),teaching(23.20±2.22),and course content(22.67±2.94),learning outcomes(20.31±3.13),learning environment(19.37±1.99),and administrative services(17.30±1.90)scores are higher than that of general education graduates' learning satisfaction score(16.17±12.07),teaching(22.28±2.40),course content(22.02±2.63),learning outcomes(20.23±2.57),learning environment(18.58±2.30),and administrative services(16.09±2.53)score.Among the index,the learning satisfaction,teaching,curriculum content,learning environment and administrative service are of high statistical value(P<0.01).There is a positive correlation between learning motivation and learning satisfaction and learning result,learning environment(P<0.05)in adult education graduates.Meanwhile,the general education undergraduates have significant positive correlation(P<0.05)between learning motivation and learning satisfaction of each dimension.4.Adult education undergraduates 'general self-efficacy scores(2.90±0.72)are significantly higher than that of the general education peers(2.58±0.54),and the difference is of high statistical value(P<0.01).Adult education undergraduates' learning motivation and self-efficacy scores have significantly positive correlation(P<0.05),whereas general education undergraduates' s extrinsic motivation and general self-efficacy have significantly negative correlation(P<0.05).5.The factors influencing the learning motivation of multivariate linear regression analysis shows that adult education amateur medical undergraduate students' learning motivation have linear regression relation with grade,marital status,parenting children,grade,learning effect and learning environment,general self-efficacy(P<0.05).Ordinary full-time medical undergraduate students' learning motivation have linear regression relation with age,grade and teaching(P<0.05).Conclusion: The adult education graduates' learning motivation level is significantly higher than that of general education for medical students.There is a yawning gap between adult education graduates' learning motivation and general education graduates',the adult students' learning motivation mainly by learning achievement,learning environment,general self-efficacy factors such as education,students' learning motivation is affected by age,affect teachers and other factors.Education departments should convert education ideology,change teaching attitude and grasp the characteristics of adult education undergraduates.When catering to students' different learning needs and capabilities,we can carry out the targeted teaching,which emphasizes the pragmatic function of teaching,and as a result,strengthen the adult students' learning initiative and enhance learning effect.