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Korean J Med Educ > Volume 20(3); 2008 > Article
Korean Journal of Medical Education 2008;20(3): 219-229. doi: https://doi.org/10.3946/kjme.2008.20.3.219
의과 대학생들의 지적능력에 대한 신념을 예측하는 변인 탐색: 인지적 ․ 정의적 특성, 부모의 자녀교육관심도 및 가정의 경제적 수준
안도희1, 이유정1, 백광진2, 정상인2
1중앙대학교 사범대학 교육학과
2중앙대학교 의과대학
Predictors of Medical Students' Beliefs about Intelligence: Affective and Cognitive Factors, Parental Interest, and Home Economic Status
Doehee Ahn1, Youjoung Lee1, Kwang Jin Baek2, Sang In Chung2
1Department of Education, College of Education, Chung- Ang University, Seoul, Korea.
2College of Medicine, Chung- Ang University, Seoul, Korea.
Corresponding Author: Doehee Ahn,Email: dahn@cau.ac.kr
Received: April 6, 2008;  Accepted: June 11, 2008.
ABSTRACT
PURPOSE: To identify predictors of medical students' beliefs about intelligence among affective and cognitive factors, parental interest in children's education, and home economic status (HES). Of the 408 medical students who participated in this study, 398 completed and returned the questionnaires, yielding a total response rate of 97.5%. METHODS: Measures of students' beliefs about intelligence, intrinsic value, self-efficacy, test anxiety, cognitive strategies, self-regulation, parental interest in children's education, and HES were obtained. RESULTS: Spearman's correlations indicated that an entity theory of intelligence was negatively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and positively related to test anxiety. An incremental theory of intelligence was positively related to intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and HES, and negatively related to test anxiety. Findings of independent t-tests showed that incremental theorists showed higher intrinsic value, self-efficacy, cognitive strategies, self-regulation, parental interest in children's education, and lower test anxiety than entity theorists. A binary logistic regression analysis showed that 72.9% of the medical students in the study were accurately classified as either incremental theorists or entity theorists with respect to intrinsic value, self-efficacy, test anxiety, and cognitive strategies. CONCLUSION: Medical educators need to be aware that medical students who have incremental beliefs about intelligence have higher intrinsic value, self-efficacy, cognitive strategies, and lower test anxiety than those who have fixed beliefs about intelligence. Perhaps a training program needs to be developed to enhance medical students' conceptions of intelligence based on the findings.
Keywords: Self efficacy;Intelligence;Test anxiety scale;Parents
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