IMPACT OF LEARNING ATTITUDES ON LEARNING ENGAGEMENT AMONG MEDICAL STUDENTS AT A VOCATIONAL COLLEGE: A CASE STUDY OF MEDICAL STATISTICS.
This study aimed to identify factors influencing learning attitudes and study engagement among vocational medical students and to further analyze the impact of learning attitude on study engagement.
A total of 243 first-year students enrolled in the Medical Statistics course at our institution participated in the study. They were assessed using the Chinese versions of the Statistical Attitudes Towards Teaching Survey (SATS-36) and the Utrecht Work Engagement Scale for Students (UWES-S). Linear regression analysis was employed to examine the effect of learning attitude on study engagement.
Significant differences were observed in both the total learning attitude scores and overall study engagement scores based on students' perceptions of course interest, practicality, and teaching quality (all P<0.05). A significant difference was also found in the vigor dimension of study engagement between only children and non-only children (P=0.036). Multivariate linear regression analysis indicated that mean scores for the cognitive component, interest, and effort in learning attitude had a significant positive effect on total study engagement scores, whereas the mean score for perceived difficulty had a significant negative effect.
The overall levels of learning attitude and study engagement among the vocational students were moderate. Cultivating positive learning attitudes may help enhance students' study engagement.
A total of 243 first-year students enrolled in the Medical Statistics course at our institution participated in the study. They were assessed using the Chinese versions of the Statistical Attitudes Towards Teaching Survey (SATS-36) and the Utrecht Work Engagement Scale for Students (UWES-S). Linear regression analysis was employed to examine the effect of learning attitude on study engagement.
Significant differences were observed in both the total learning attitude scores and overall study engagement scores based on students' perceptions of course interest, practicality, and teaching quality (all P<0.05). A significant difference was also found in the vigor dimension of study engagement between only children and non-only children (P=0.036). Multivariate linear regression analysis indicated that mean scores for the cognitive component, interest, and effort in learning attitude had a significant positive effect on total study engagement scores, whereas the mean score for perceived difficulty had a significant negative effect.
The overall levels of learning attitude and study engagement among the vocational students were moderate. Cultivating positive learning attitudes may help enhance students' study engagement.