File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The impact of self-concept and college involvement on the first-year success of medical students in China

TitleThe impact of self-concept and college involvement on the first-year success of medical students in China
Authors
KeywordsChina
College involvement
First-year
GPA
Medical students
Self-concept
Issue Date2015
Citation
Advances in Health Sciences Education, 2015, v. 20, n. 1, p. 163-179 How to Cite?
AbstractStudents’ first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students’ first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students’ pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students’ college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student’s ability to interact with his or her collegiate environment and to experience academic success.
Persistent Identifierhttp://hdl.handle.net/10722/323956
ISSN
2023 Impact Factor: 3.0
2023 SCImago Journal Rankings: 1.452
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhou, Ying Xue-
dc.contributor.authorOu, Chun Quan-
dc.contributor.authorZhao, Zhi Tao-
dc.contributor.authorWan, Cheng Song-
dc.contributor.authorGuo, Cui-
dc.contributor.authorLi, Li-
dc.contributor.authorChen, Ping Yan-
dc.date.accessioned2023-01-13T03:00:30Z-
dc.date.available2023-01-13T03:00:30Z-
dc.date.issued2015-
dc.identifier.citationAdvances in Health Sciences Education, 2015, v. 20, n. 1, p. 163-179-
dc.identifier.issn1382-4996-
dc.identifier.urihttp://hdl.handle.net/10722/323956-
dc.description.abstractStudents’ first-year academic success plays a critical role on their overall development in college, which implies the need to concentrate on identifying ways to improve students’ first-year academic success. Different from most research on the subject, this study attempted to combine the sociological perspective of college impact with a psychological perspective to synthetically explore the causal relationship of specific types of self-concept and college involvement with academic success of medical students. A longitudinal study was conducted using 519 matriculates at a medical university in mainland China. We conducted the Cooperative Institutional Research Program freshmen survey and the Your First College Year survey to collect data of the pre-college and college academic and social self-concept, college involvement components, and some input characteristics. The academic success was measured by the first-year grade point average. A pathway analysis was conducted and showed the following results. Having high academic self-concept, being engaged in class and putting effort in homework or study directly contributes to increasing college achievement. Students’ pre-college achievement and self-concept, faculty interaction, and homework involvement positively affected students’ college academic self-concept development, which indirectly improved average grade point. These findings contribute to our understanding of a student’s ability to interact with his or her collegiate environment and to experience academic success.-
dc.languageeng-
dc.relation.ispartofAdvances in Health Sciences Education-
dc.subjectChina-
dc.subjectCollege involvement-
dc.subjectFirst-year-
dc.subjectGPA-
dc.subjectMedical students-
dc.subjectSelf-concept-
dc.titleThe impact of self-concept and college involvement on the first-year success of medical students in China-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10459-014-9515-7-
dc.identifier.pmid24906461-
dc.identifier.scopuseid_2-s2.0-84939883593-
dc.identifier.volume20-
dc.identifier.issue1-
dc.identifier.spage163-
dc.identifier.epage179-
dc.identifier.eissn1573-1677-
dc.identifier.isiWOS:000349432900013-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats