A study on the mechanisms influencing academic performance of medical students: an fsQCA analysis based on institutional influence theory

Qin Hongji; Wang Fangfang; Qin Yutong

doi:10.3760/cma.j.cn116021-20250511-02288

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A study on the mechanisms influencing academic performance of medical students: an fsQCA analysis based on institutional influence theory

更新时间：2026-07-31

- A study on the mechanisms influencing academic performance of medical students: an fsQCA analysis based on institutional influence theory
- Chinese Journal of Medical Education Research Pages: 1-6(2026)
- 作者机构：
  
  陆军军医大学基础医学院医学教育学教研室，重庆 400038
- 作者简介：
  
  Qin Yutong, Email: 34594618@qq.com
- 基金信息：
  
  Humanities and Social Sciences Foundation of Army Medical University(2024XRW05)
- DOI：10.3760/cma.j.cn116021-20250511-02288
  CLC： R-05
- Received：11 May 2025，
  
  Online First：31 July 2026，
- 稿件说明：
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Qin Hongji, Wang Fangfang, Qin Yutong. A study on the mechanisms influencing academic performance of medical students: an fsQCA analysis based on institutional influence theory[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6.
DOI：

Qin Hongji, Wang Fangfang, Qin Yutong. A study on the mechanisms influencing academic performance of medical students: an fsQCA analysis based on institutional influence theory[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-6. DOI： 10.3760/cma.j.cn116021-20250511-02288.

摘要

目的

探索职业期望、院校支持、学习投入等多重因素组态对医学生学业表现的系统影响机制，为提高医学生培养质量提供指导。

方法

采用职业期望量表、学校氛围量表、学习投入量表并进行适当改编，对陆军军医大学510名医学本科生进行问卷调查，采用模糊集定性比较分析法（fuzzy set Qualitative Comparative Analysis，fsQCA）对数据进行分析。

结果

得到9种高学业表现组态（总体解一致性0.798，总体解覆盖度0.525）和5种低学业表现组态（总体解一致性0.815，总体解覆盖度0.462），且各组态一致性均大于0.8，组态效应明显，解释力较强。由此归纳出综合驱动型、院校支持辅助学习投入驱动型、院校支持与职业期望补偿型、单支柱支持型4类高学业表现类型以及院校支持失效型、系统性缺失型2类低学业表现驱动类型。

结论

医学生的学业表现与其影响因素间存在非线性关系；学习投入水平是影响医学生学业成绩的关键因素；院校支持是医学生实现良好学业表现的重要辅助因素；医学生的职业期望对于医学生的学业表现存在非对称作用。

Abstract

Objective

To explore the mechanisms by which the configuration of multiple factors (career expectations

institutional support

and learning engagement) systematically influence the academic performance of medical students

and provide guidance for improving the quality of medical student education.

Methods

A questionnaire survey was conducted on 510 undergraduate medical students at Army medical university using the Career Expectation Scale

School Atmosphere Scale

and Learning Engagement Scale

with appropriate adaptations. Fuzzy set qualitative comparative analysis (fsQCA) was used to analyze the data.

Results

The analysis identified 9 high academic performance configurations (overall solution consistency

0.798; overall solution coverage

0.525) and 5 low academic performance configurations (overall solution consistency

0.815; overall solution coverage

0.462). All configurations exhibited consistency greater than 0.8

indicating clear configurational effects and strong explanatory power. These configurations were further categorized into four high academic performance types (comprehensive driving type

institutional support-assisted learning engagement driving type

institutional support and career expectation compensation type

and single pillar support type) and two low academic performance types (institutional support failure type and systematic deficiency type).

Conclusion

The academic performance of medical students demonstrates a non-linear relationship with influencing factors. Learning engagement constitutes a critical determinant of academic achievement in medical education. Institutional support serves as a crucial auxiliary factor for achieving satisfactory academic outcomes. Career expectations exhibit an asymmetric impact on the academic performance of medical students.

关键词

Keywords

references

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