일개 의과대학생에서 완벽주의 성향이 학업 성취도에 미치는 영향
The Effects of Perfectionism on Academic Achievement in Medical Students
2
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
Purpose: The purpose of this study was to explore the differential effects of multi-dimensional perfectionism on academic achievement, depression, engagement, and burnout in medical students. Also, the mediating effects of engagement on perfectionism and academic achievement, as well as the effects of burnout on perfectionism and depression, were examined. Methods: Two hundred eight medical students participated, and 167 students completed questionnaires, including the Frost Multi-dimensional Perfectionism Scale (FMPS), Hewitt & Flett Multi-dimensional Perfectionism Scale (HFMPS), Beck Depression Inventory (BDI), Schaufeli Engagement Scale (SES), and Malslach Burnout Inventory-General Survey (MBI-GS). Academic achievement was measured as the grade point average (GPA) of the previous semester. Data were analyzed by correlation analyses, independent t-tests, and Structural Equation Model (SEM) for path analysis. Results: Adaptive perfectionism (personal standard, self-oriented perfectionism) was associated with GPA (r=0.164, p<0.05; r=0.173,p<0.05) and engagement (r=0.394, p<0.01; r=0.449, p<0.01), and maladaptive perfectionism (parental criticism, concern over mistakes, socially prescribed perfectionism) was associated with depression (r=0.208, p<0.01; r=0.254, p<0.01; r=0.234, p<0.01)and burnout (r=0.218, p<0.01; r=0.236, p<0.01; r=0.280, p<0.01). Engagement had mediating effects on adaptive perfectionism and GPA, and burnout had mediating effects on maladaptive perfectionism and depression. Students who experienced academic failure had lower engagement than those who did not. Conclusion: This study demonstrates that academic achievement and emotional difficulties such as depression are determined by adaptive and maladaptive perfectionism, respectively, in medical students.
Abstract
Purpose: The purpose of this study was to explore the differential effects of multi-dimensional perfectionism on academic achievement, depression, engagement, and burnout in medical students. Also, the mediating effects of engagement on perfectionism and academic achievement, as well as the effects of burnout on perfectionism and depression, were examined. Methods: Two hundred eight medical students participated, and 167 students completed questionnaires, including the Frost Multi-dimensional Perfectionism Scale (FMPS), Hewitt & Flett Multi-dimensional Perfectionism Scale (HFMPS), Beck Depression Inventory (BDI), Schaufeli Engagement Scale (SES), and Malslach Burnout Inventory-General Survey (MBI-GS). Academic achievement was measured as the grade point average (GPA) of the previous semester. Data were analyzed by correlation analyses, independent t-tests, and Structural Equation Model (SEM) for path analysis. Results: Adaptive perfectionism (personal standard, self-oriented perfectionism) was associated with GPA (r=0.164, p<0.05; r=0.173,p<0.05) and engagement (r=0.394, p<0.01; r=0.449, p<0.01), and maladaptive perfectionism (parental criticism, concern over mistakes, socially prescribed perfectionism) was associated with depression (r=0.208, p<0.01; r=0.254, p<0.01; r=0.234, p<0.01)and burnout (r=0.218, p<0.01; r=0.236, p<0.01; r=0.280, p<0.01). Engagement had mediating effects on adaptive perfectionism and GPA, and burnout had mediating effects on maladaptive perfectionism and depression. Students who experienced academic failure had lower engagement than those who did not. Conclusion: This study demonstrates that academic achievement and emotional difficulties such as depression are determined by adaptive and maladaptive perfectionism, respectively, in medical students.
참고문헌 (19)
- Seong TJ, "Educational evaluation" (2002), Hakjisa
- "Seoul-Gyeonggi CPX Consortium"[URL]
- Kim JH, "Role and developmental direction of Seoul-Gyeonggi CPX Consortium", 4th CPX Symposium (2007), Hanyang University
- Kim SS, "Generalizability theory" (2001), Kyoyookbook
- Brennan RL, "Generalizability theory: statistics for social science and public policy" (2001), Springer
- Cronbach LJ, "The generalizability of behavioral measurement: the theory of generalizability for scores and profiles" (1972), John Wiley
- Nam MH, "An application of the generalizability theory to performance assessment", J Educ Eval, 9, pp.73~93 (1996)
- 강애남, "학생들의 동료평가를 활용한 수행평가 결과의 일반화가능도 분석", 교육평가연구, 19(3), pp.107~121 (2006), 한국교육평가학회
- Kim CH, "A generalizability theory approach to investigating rater effects with a national exam composed of constructed-response items", J Curr Eval, 11, pp.141~159 (2008)
- 노혜린, "의료윤리 능력 평가로서의 객관구조화 구술시험 개발 경험", 한국의학교육, 21(1), pp.23~33 (2009), 한국의학교육학회
- 임형, "임상수행능력평가(CPX)의 오차요인 탐색과 신뢰도 연구", 교육평가연구, 18(1), pp.27~46 (2005), 한국교육평가학회
- Lee YM, "Investigation of error factor of CPX using generalizability theory", 2nd CPX Symposium (2005), Seoul National University Hospital
- Park JH, "A psychometric evaluation of CPX in relation to validity and reliability", pp.2008
- Brennan RL, "The conventional wisdom about group mean scores", J Educ Meas, 32, pp.385~396 (1995)
- Brennan RL, "Manual for urGENOVA version 2.1. Iowa City" (2001), University of Iowa
- Crick JE, "Manual for GENOVA: a gerneralized analysis of variation system" (1983), Research and Development Division, American College Testing Program
- Korean Society for Education Evaluation, "Educational evaluation thesaurus" (2004), Hakjisa
- 김 선, "진료수행시험 평가자로서 표준화 환자 활용의 타당성", 한국의학교육, 17(2), pp.163~172 (2005), 한국의학교육학회
- Kang SJ, "Regression analysis" (2003), Kyoyookbook