의과 대학생들의 지적능력에 대한 신념을 예측하는 변인 탐색: 인지적 ․ 정의적 특성, 부모의 자녀교육관심도 및 가정의 경제적 수준

• 영문명: Predictors of Medical Students Beliefs about Intelligence: Affective and Cognitive Factors, Parental Interest, and Home Economic Status
• 발행기관: 한국의학교육학회
• 저자명: 안도희(Doehee Ahn) 이유정(Youjoung Lee) 백광진(KwangJin Baek) 정상인(SangIn Chung)
• 간행물 정보: 『Korean Journal of Medical Education』제20권 제3호, 219~229쪽, 전체 11쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2008.09.30

영문 초록

Purpose: To identify predictors of medical students beliefs about intelligence among affective and cognitive factors, parental interest in children s education, and home economic status (HES). Of the 408 medical students who participated in this study, 398 completed and returned the questionnaires, yielding a total response rate of 97.5%. Methods: Measures of students beliefs about intelligence, intrinsic value, self-efficacy, test anxiety, cognitive strategies, self-regulation, parental interest in children s education, and HES were obtained. Results: Spearman s correlations indicated that an entity theory of intelligence was negatively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children s education, and HES, and positively related to test anxiety. An incremental theory of intelligence was positively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children s education, and HES, and negatively related to test anxiety. Findings of independent t-tests showed that incremental theorists showed higher intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children s education, and lower test anxiety than entity theorists. A binary logistic regression analysis showed that 72.9% of the medical students in the study were accurately classified as either incremental theorists or entity theorists with respect to intrinsic value, self-efficacy, test anxiety, and cognitive strategies. Conclusion: Medical educators need to be aware that medical students who have incremental beliefs about intelligence have higher intrinsic value, self-efficacy, cognitive strategies, and lower test anxiety than those who have fixed beliefs about intelligence. Perhaps a training program needs to be developed to enhance medical students conceptions of intelligence based on the findings.

목차

서론

대상 및 방법

결과

고찰

REFERENCES

키워드

Self efficacy Intelligence Test anxiety scale Parents