의과 대학생의 심리적 특성과 학업 성취도와의 관계

The Relationship between Psychological Characteristics and Academic Achievement in Medical Students

연구목적： 의과대학생들의 심리적 특성을 조사하여 이러한 특성과 학업 성취도와의 관계를 알아보고, 더 나아가 그들의 학업 성취도를 예견할 수 있는 요인을 탐색해보고자 하였다. 방 법： 의과대학 의학과 1, 2, 3학년에 재학중인 학생 489명을 대상으로, 이전 유급 횟수, 여러 가지 심리적 특성들 을 자기 보고형 설문지로 조사하였고, 이를 학기말 성적과 비교, 의과 대학생의 심리적 특성과 학업 성취도의 관 계를 조사하였다. 결 과： 1) 유급 경험자는 34.3%, 편입 경험자는 6.7%였다. 유급 경험 횟수는 1회부터 6회까지였다. 2) 이전 유급 경험은, 성적(G.P.A), 수행 불안, 자기 효능감과 각각 유의한 부적 상관을 나타낸 반면에, 시험 불안과는 유의한 정적 상관을 나타냈다. 이전 유급 경험은, 우울, 자기 불일치, 상태 불안등과 유의한 상관을 보 이지 않았다. 3) 학업 성취도는 성별 및 자기 효능감 양자 모두와 각각 유의한 정적 상관을 나타낸 데 비해, 우울, 자기 불 일치, 시험 불안, 상태 불안등과는 유의한 부적인 상관을 보였다. 4) 나이, 성, 편입경험, 유급, 우울, 자기불일치, 시험 불안, 상태 불안, 수행불안, 자기 효능감 등은 학업 성취 도의 10.86%를 설명하였다. 결 론： 의과대학생의 학업 성취도에는 성 변인, 이전의 유급 경험, 우울이 유의하게 영향을 미쳤다.

Objective：Several psychological characteristics of medical students were investigated, the relationhip between these characteristics and academic achievement was identified, and futhermore some significant predictors of their academic achievement were explored. Method：Subjects were a total of 489 medical students, 1st, 2nd, 3rd year in Chosun university as of in 1998. We administered self-report questionnaires including age, sex, grade failure, and transfer experience. And Beck Depression Inventory, Achievement Self-Discrepancy Scale, Self-Efficacy Scale, State-Trait Anxiety Inventory(state), Test Anxiety Scale, and the Inventory of Performance Anxiety were handed out to them on April 1998. After the semester, we examined the academic achievement according to grade point average. Pearson’s correlations were calculated to explore the relationships between grade failure and other psychological variables, as well as the relationships between academic achievement and other psychological variables. The amount that academic achievement was explained by the psychological variables was obtained using multiple regression analysis. Result：1）In 489 students, grade failure was 168(34.3%), non-failure was 321(65.7%), and transfer was 33(6.7%). 2）While G.P.A., performance anxiety, and self-efficacy, respectively, were negatively correlated with the failure, test anxiety was positively correlated with the grade failure. There were no statistically significant correlations between grade failure and depression, self-discrepancy, or state anxiety. 3）Academic achievement was positively correlated with both gender and self-efficacy, whereas it was negatively correlated with depression, self-discrepancy, test anxiety, and state anxiety, respectively. Female students were better than males in academic achievement. 4）The amount that age, gender, grade failure, transfer, depression, self-discrepancy, test anxiety, state anxiety, performance anxiety, and self-efficacy accounted for academic achievement was 10.86% totally. Conclusion：Gender, grade failure, and depression in medical students affected their academic achievement significantly.