军校医学生元认知调节、自我效能、动机调节及学习投入的关系研究

张立华; 柳琴; 肖婷; 张银玲; 刘娜; 杨豪爽

doi:10.3760/cma.j.cn116021-20240702-01886

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军校医学生元认知调节、自我效能、动机调节及学习投入的关系研究

调查研究 | 更新时间：2025-08-08

- 军校医学生元认知调节、自我效能、动机调节及学习投入的关系研究
- Relationship of metacognitive regulation, self-efficacy, and motivation regulation with learning engagement among medical students in military academies
- 中华医学教育探索杂志 2025年24卷第7期页码：927-932
- 作者机构：
  
  1.空军军医大学护理系人文护理学教研室，西安 710032
  2.空军军医大学教务处，西安 710032
- 作者简介：
  
  柳琴，Email：liuqin46@163.com
- 基金信息：
  
  空军军医大学教学研究课题(2022JXKT32);陕西省重点研发计划项目(2022SF-249)
- DOI：10.3760/cma.j.cn116021-20240702-01886
  中图分类号： R821
- 收稿日期：2024-07-02，
  
  纸质出版日期：2025-07-20
- 稿件说明：
移动端阅览
张立华, 柳琴, 肖婷, 等. 军校医学生元认知调节、自我效能、动机调节及学习投入的关系研究[J]. 中华医学教育探索杂志, 2025, 24(7): 927-932.

Zhang Lihua, Liu Qin, Xiao Ting, et al. Relationship of metacognitive regulation, self-efficacy, and motivation regulation with learning engagement among medical students in military academies[J]. Chinese journal of medical education research, 2025, 24(7): 927-932.
张立华, 柳琴, 肖婷, 等. 军校医学生元认知调节、自我效能、动机调节及学习投入的关系研究[J]. 中华医学教育探索杂志, 2025, 24(7): 927-932. DOI： 10.3760/cma.j.cn116021-20240702-01886.

Zhang Lihua, Liu Qin, Xiao Ting, et al. Relationship of metacognitive regulation, self-efficacy, and motivation regulation with learning engagement among medical students in military academies[J]. Chinese journal of medical education research, 2025, 24(7): 927-932. DOI： 10.3760/cma.j.cn116021-20240702-01886.

摘要

目的

探究军校医学生元认知调节、自我效能、动机调节及学习投入的相互关系。

方法

采用便利抽样法于2023年3月至4月选取空军军医大学的439名在校学员为调查对象，采用元认知调节量表、自我效能感量表、学习投入量表和动机调节问卷进行调查，采用SPSS 25.0进行Pearson相关分析，应用Process程序进行中介效应分析检验。

结果

收回有效问卷436份，元认知调节、自我效能、动机调节、学习投入4项指标呈显著正相关（

0.477，

0.01）；自我效能、动机调节在元认知调节和学习投入间的中介效应，以及自我效能-动机调节在元认知调节和学习投入间的链式中介效应均为显著，效应值分别为0.449、0.244和0.130，占总效应的比例分别为44.37%、24.11%和12.85%，总间接效应比例为81.32%。

结论

军校医学生的元认知调节可以直接影响学习投入，也可以分别通过自我效能、动机调节的独立中介效应以及自我效能-动机调节的链式中介效应间接影响学习投入。

Abstract

Objective

To explore the relationship of metacognitive regulation

self-efficacy

and motivation regulation with learning engagement among medical students in military academies.

Methods

A total of 439 students from the Air Force Medical University were selected by convenience sampling in March to April 2023. The Metacognitive Self-Regulation Scale

Self-Efficacy Scale

Learning Engagement Scale

and Motivation Regulation Questionnaire were adopted for investigation. SPSS 25.0 was used for Pearson correlation analysis

and the Process procedure for analysis and testing of mediating effects.

Results

A total of 436 usable questionnaires were collected. Metacognitive regulation

self-efficacy

motivation regulation

and learning engagement were significantly positively correlated (

0.477

0.01). The mediating effect of self-efficacy and motivation regulation and the chain mediating effect of self-efficacy-motivation regulation were significant between metacognitive regulation and learning engagement

and the effect sizes were 0.449

0.244

and 0.130

accounting for 44.37%

24.11%

and 12.85% of the total effect

respectively. The proportion of the total indirect effect was 81.32%.

Conclusions

The metacognitive regulation of medical students in military academies directly affects learning engagement

which is also indirectly affected through the independent mediating effect of self-efficacy and motivation regulation or the chain mediating effect of self-efficacy-motivation regulation.

关键词

Keywords

references

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