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Huang R, Zhang G, Zhou Z, Lin M, Xian S, Gong M, Yin H, Meng T, Liu X, Wang X, Wang Y, Chen W, Zhang C, Du E, Lin Q, Wu H, Huang Z, Zhang J, Xu D, Ji S. A multi-center cross-sectional study on identification of influencing factors of medical students' emotional engagement in China. BMC MEDICAL EDUCATION 2023; 23:838. [PMID: 37936085 PMCID: PMC10631166 DOI: 10.1186/s12909-023-04504-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 07/09/2023] [Indexed: 11/09/2023]
Abstract
BACKGROUND Studies exploring influencing factors of emotional engagement among medical students are scarce. Thus, we aimed to identify influencing factors of medical students' emotional engagement. METHODS We carried out a multi-center cross-sectional study among 10,901 medical students from 11 universities in China. The Chinese version of Utrecht Work Engagement Scale-Student version (UWES-S) was used to evaluate emotional engagement level of medical students. The predictors related to engagement level were determined by the logistic regression analysis. Furthermore, we constructed a nomogram to predict emotional engagement level of medical students. RESULTS A total of 10,576 sample were included in this study. The mean emotional engagement score was 74.61(± 16.21). In the multivariate logistic regression model, we found that males showed higher engagement level compared with females [odds ratio (OR) (95% confidence interval (CI)): 1.263 (1.147, 1.392), P < 0.001]. Medical students from the second batches of medical universities had higher engagement level and from "Project 985" universities had lower engagement level compared with 211 project universities [OR (95%CI): 1.376 (1.093, 1.733), P = 0.007; OR (95%CI): 0.682 (0.535, 0.868), P = 0.002]. Medical students in grade 4 and grade 2 presented lower engagement level compared with in grade 1 [OR (95%CI): 0.860 (0.752, 0.983), P = 0.027; OR (95%CI): 0.861 (0.757, 0.980), P = 0.023]. Medical students lived in provincial capital cities had higher engagement level compared with in country [OR (95%CI): 1.176 (1.022, 1.354), P = 0.024]. Compared with eight-year emotional duration, medical students in other emotional duration (three-year and four-year) had lower engagement level [OR (95%CI): 0.762 (0.628, 0.924), P = 0.006]. Medical students' engagement level increased with increases of grade point average and interest in studying medicine. Medical students learned by converging style showed lower engagement level [OR (95%CI): 0.827 (0.722, 0.946), P = 0.006] compared with accommodating style. The model showed good discriminative ability (area under curve = 0.778), calibrating ability and clinical utility. CONCLUSIONS We identified influencing factors of medical students' emotional engagement and developed a nomogram to predict medical students' emotional engagement level, providing reference and convenience for educators to assess and improve emotional engagement level of medical students. It is crucial for educators to pay more attention to emotional engagement of medical students and adopt effective strategies to improve their engagement level.
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Affiliation(s)
- Runzhi Huang
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, Shanghai, People's Republic of China
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, Shanghai, People's Republic of China
| | - Guoyang Zhang
- Maastricht University School of Health Professions Education, Maastricht, The Netherlands
| | - Zhitong Zhou
- Tongji University School of Medicine, Shanghai, 200092, China
| | - Min Lin
- Mental Health Education and Consultation Center, Chongqing Medical University, 61 Daxuecheng Middle Road, Chongqing, 401331, China.
| | - Shuyuan Xian
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, Shanghai, People's Republic of China
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, Shanghai, People's Republic of China
| | - Meiqiong Gong
- Office of Educational Administration, Shanghai University, Shanghai, 200444, China
| | - Huabin Yin
- Department of Orthopedics, School of Medicine, Shanghai General Hospital, Shanghai Jiaotong University, 100 Haining Road, Shanghai, China.
| | - Tong Meng
- Department of Orthopedics, School of Medicine, Shanghai General Hospital, Shanghai Jiaotong University, 100 Haining Road, Shanghai, China.
| | - Xin Liu
- Department of Rheumatology and Immunology, Second Affiliated Hospital of Naval Medical University, Shanghai, China.
| | - Xiaonan Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Capital Medical University, 10 Xitoutiao, Beijing, 100069, China.
| | - Yue Wang
- Department of Health Statistics, School of Public Health, Air Force Medical University, No.169, Changle West Road, Xi'an, 710032, China.
| | - Wenfang Chen
- Faculty of Medicine, Jinggangshan University, 28 Xueyuan Road, Ji'An, 343009, China.
| | - Chongyou Zhang
- Basic Medical College, Harbin Medical University, 157 Baojian Road, Harbin, Heilongjiang, 150081, China.
| | - Erbin Du
- Frist Clinical Medical College, Mudanjiang Medical University, 66 Tongxiang Street, Mudanjiang, 157011, China.
| | - Qing Lin
- Department of Human Anatomy, Laboratory of Clinical Applied Anatomy, School of Basic Medical Sciences, Fujian Medical University, 1 Xuefu North Road, Fuzhou, 350122, China.
| | - Hongbin Wu
- National Centre for Health Professions Education Development, Peking University, Beijing, 100191, China.
- Institute of Medical Education, Peking University, 5 YiHeYuan Road, Beijing, 100871, China.
| | - Zongqiang Huang
- Department of Orthopedics, The First Affiliated Hospital of Zhengzhou University, 1 Jianshe East Road, Zhengzhou, 450052, China.
| | - Jie Zhang
- Maastricht University School of Health Professions Education, Maastricht, The Netherlands.
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, 2699 Gaoke West Road, Shanghai, 201204, China.
| | - Dayuan Xu
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, Shanghai, People's Republic of China.
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, Shanghai, People's Republic of China.
| | - Shizhao Ji
- Department of Burn Surgery, the First Affiliated Hospital of Naval Medical University, Shanghai, People's Republic of China.
- Research Unit of key techniques for treatment of burns and combined burns and trauma injury, Chinese Academy of Medical Sciences, Shanghai, People's Republic of China.
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Tang Y, He W. Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model. Front Psychol 2023; 14:1109569. [PMID: 37008860 PMCID: PMC10050401 DOI: 10.3389/fpsyg.2023.1109569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Accepted: 02/27/2023] [Indexed: 03/17/2023] Open
Abstract
The vital influence of emotional intelligence on college students' learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students' learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students' self-efficacy and providing multiple social supports would help improve their motivation and academic performance.
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Affiliation(s)
| | - Weiguang He
- College of Social Sciences, Shenzhen University, Shenzhen, China
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