> 硕士毕业论文 > 72810字硕士毕业论文医学生一年级学业成绩影响因素的队列研究。

72810字硕士毕业论文医学生一年级学业成绩影响因素的队列研究。

论文类型:硕士毕业论文
论文字数:72810字
论点:参考文献,matriculates,afirst
论文概述:

本文是硕士学位论文,One recent analysis has shown that scores on all three versions of the MCAT weremoderately correlated to performance measures in medical school in the US.

论文正文:

Chapter 1 Introduction

A student\'s first year experience in college is vital for establishing fundamentalknowledge,positive attitudes, self-confidence, and commitment to studying[i,which,in turn, lay the foundation for the student\'s subsequent academic success andreteiition[3]. The first academic year is especially important for medical students, asthey are faced with greater difficulties and more stress in their courses and are at higherrisk of withdrawal than students with other majors. There is a need to identify specificcharacteristics that affect the first-year academic performance of medical students.Such studies can help medical faculty and administrations provide better supportservices to promote student success and increase student retention. Previous studies onpredictors of academic performance in medical school are mainly from the US andEurope. Medical education in mainland China has developed dramatically in the lastdecade. For example, a total of 528,728 students entered medical colleges in 2011,approximately three times as many as in 2000. Despite the large and rapidly growingnumber of medical students in China, few studies have focused on Chinese studentsrepresenting a variety of racial,ethnic,cultural, and socioeconomic backgrounds. Prior academic achievement is a key predictor of the students\' further achievements athigher levels of study. There have been many investigations in developed countriesregarding the predictive power of high school GPA and American College Test (ACT),Scholastic Aptitude Test (SAT),and Medical College Admission Test (MCAT) scoreson first-year college GPA[5_7],and the findings of these studies have provided importantinformation for revising the tests in the US and Europe. In mainland China, theNational College Entrance Examination (NCEE),known as Gaokao,is a prerequisitefor entrance into almost all colleges. Approximately 9.2 million high school graduates took the NCEE in July 2013. However, there is very little empirical evidence of thepredictive validity of the NCEE for college academic performance in China. Recently,Bai and Chi[8] found that NCEE total and subject-specific scores can predictundergraduate GPA for all four years in the School of Economics and Management atTsinghua University. It remains unclear whether NCEE score can predict medicalstudents\' subsequent performance. Based on simple univariate analyses alone, severalstudies published in Chinese journals have failed to reveal a significant associationbetween NCEE score and academic performance in medical school [今七].Furtherresearch based on appropriate statistical approaches is required and would inform theselection of the most qualified students for medical education.To better understand students\' success, it makes sense to consider the backgroundsand other pre-college characteristics of newly enrolled students. Some studies haveshown that socio-demographic and psychosocial characteristics (e.g., self-beliefs,long-term goals and expectations regarding student-faculty interaction) are importantpredictors of academic performance in college [2’ However, some other studieshave shown that academic success in the first year was not associated with pre-collegecharacteristics, including self-concept, psychological state, and aspirations 口今’ 20].Although previous studies have demonstrated differences in first-year GPA by gender,there are conflicting reports in the literature as to whether male or female studentsperform better [21-24]. gome researchers stressed that the impact of familysocioeconomic status on students\' performance differs largely depending on theeconomic development level of the region or country [25’ 2?. socioeconomic anddemographic differences in medical students\' performance require future empiricalanalysis in more countries and regions.
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Chapter 2 Methods

2.1 Study design
In this study, a longitudinal study was conducted on the matriculates in 2011 at afirst-tier university, Southern Medical University. A first-tier university is ranked at thetop as one of the best performing institutions of learning in mainland China. Theparticipants were mainly enrolled in health-related majors, such as Clinical Medicine,Basic Medicine, Chinese Medicine, Preventive Medicine, Stomatology, Nursing,Phmmaceutics, Medical Technology, Medical Imaging, etc. At the time of college entry,we collected baseline data via the Cooperative Institutional Research Program (CIRP)freshmen survey (TFS). At the end of the first college year, the Your First College Year(YFCY) survey which was a follow-up survey of TFS was conducted on sixhealth-related majors, including Clinical Medicine, Basic Medicine, PreventiveMedicine, Pharmaceutics, Medical Technology, and Nursing. In September of 2011,freshmen survey was conducted in Southern Medical University for 1820 medicalstudents from 28 medical major. The freshmen survey with admission notice wasmailed to the student and was returned at the entry time of college. 1285 (71%)freshmen surveys were returned. A year later,6 of 28 majors were conducted the firstyear college survey and returned the survey immediately. 968 (87%) first year surveyswere returned. These two surveys were matched, and the sample was 519

.2.2 TFS and YFCY questionnaire
Thecompleteness, authority,and reliability of these instruments have been verified bydecades of research ⑷’ The CIRP Freshman Survey is designed for administrationto incoming first-year students before they start classes at your institution. Theinstrument collects extensive information that allows for a snapshot of what theincoming students are like before they experience college. The survey covers a widerange of student characteristics; parental income and education, ethnicity,and otherdemographic items; financial aid; secondary school achievement and activities;educational and career plans; and values, attitudes, beliefs,and self-concept. Your FirstCollege Year is a survey designed to provide higher education practitioners andresearchers with comprehensive information on the academic and personaldevelopment of first-year college students. As such,YFCY collects information on awide range of cognitive and affective measures, providing comprehensive institutionaland comparative data for analyses of persistence, adjustment, and other first-yearoutcomes. Further, YFCY was designed as a follow-up survey to the CIRP FreshmanSurvey and allows for longitudinal research on the first year of college. However,YFCY also may be used as a stand-alone instrument. YFCY enables institutions toidentify features of the first year that encourage student learning,involvement,satisfaction,retention and success,thereby enhancing first-year programs and retentionstrategies at campuses across the country.

Chapter 3 Results........18
3.1 Student\'s academic and social adjustment to college.........18
3.2 Results of pre-college predictors of first-year GPA.........26
Chapter 4 Discussion............53
4.1 Medical student\'s academic and social adjustments from highschool to college........53
4.2 NCEE score was a significant predictor of first-year GPA..........54

Chapter 3 Results

3.1 Student\'s academic and social adjustment to college
Approximately one-third of the items on the YFCY post-test items on the freshmanSurvey (TFS). When students took both the YFCY and TFS, their responses can belinked and the resulting longitudinal data can be used to assess the extent to whichstudents develop and change over their first-year. All 1105 matriculates from sixmedical related majors received CIRP freshman surveys. Among them, 706 (63.9%)participants completed and returned the questionnaire when registering in 2011. In2012, 968 out of the 1105 students completed YFC Y surveys, with a response rate of87.6%. The data from the two surveys were matched to a grade dataset with the uniqueexamination number of NCEE. Finally, a total of 519 subjects were successfullymatched and included in the analyses. On both of the CIRP Freshman Survey and the YFCY survey, students were asked torate themselves along several measures of self-concept \"compared with the averageperson\" their age. Table 1 summarizes changes in self-concept and reveals that studentshave lower self-perceptions at the end of their first college year. On all self-conceptmeasures, more students rated themselves above average at college entry than they didat the end of the first year. The percent of students who rated the measures of academicself-concept as above average all decreased above 15 percentage points during the &stcollege year versa at college entry, of which the percent points decrease much morethan those of the measures of social self-concept (all decrease about 5%).

3.2 Results of pre-college predictors of first-year GPA
As shown in Table 7,the overall Cronbach\'s alpha coefficient was 0.84,and each of thefive dimensions had an alpha coefficient higher than 0.70. Principal component factoranalysis conducted on the 16 individual items yielded five factors with eigenvaluesgreater than 1 and cumulatively explained 61.5% of tiie variance. The factor loadingsof all items on the corresponding factor were higher than 0.40 (ranging from 0.49 to0.99), confirming the postulated structure. Table 8 shows the results of the HLM analyses. We did not find any significanttwo-way interactions between variables {P > 0.05, detailed data not shown). Accordingto the results of the final step (Model 3), among all of the major-level variables, majors\'average NCEE score was the only significant predictor of first-year GPA. The studentsenrolled in majors with higher average NCEE score would have higher mean GPAs (b=3.04,P=0.022). We also found that first-year GPA was significantly associated withthree socio-demographic variables, including gender, parental income, and NCEErepetition, while no significant association was found with parental education orresidence. After controlling for other factors, female students had a 2.44-higheraverage GPA than male students (6=2.44, P< 0.001). NCEE repeaters had a 1.55-lowerGPA than non-repeaters on average (6=-1.55, P=0.001). Parental income wasnegatively related to students\' grade performance (6=-0.30, P=0.049). It was worthnoting that the association with the ethnicity was statistically significant in Model 2 butbecame non-significant after controlling for NCEE score and motivational attitude inModel 3 (6=0.74, P=0.421). After controlling for the effect of major-level andindividual socio-demographic characteristics, individual NCEE score (6=1.24,P