[논문]의과대학 학업부적응 학생의 심리사회적 특성과 체계적 지원방안에 대한 탐색

박영순; 천경희; 이태희

doi:10.17496/kmer.2022.24.3.215

[국내논문] 의과대학 학업부적응 학생의 심리사회적 특성과 체계적 지원방안에 대한 탐색
Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students 원문보기

의학교육논단 = Korean medical education review, v.24 no.3, 2022년, pp.215 - 230

박영순 (건양대학교 의과대학 의학교육학교실) , 천경희 (건양대학교 의과대학 의학교육학교실) , 이태희 (건양대학교 의과대학 소화기내과학교실)

Abstract ▼ AI-Helper

The purpose of this study was to explore the psychosocial characteristics of academically maladjusted students and the College's current status regarding academic maladjustment based on 4-year medical student cohort data collected from 2018 to 2021 and through interviews with 10 medical education experts using the integrated research method. This study included 223 students who consented to inclusion in the student cohort and participated in the emotional behavior test and college adaptability test of whom 65 students experienced academic maladjustment. Academically maladjusted students had significantly higher scores for social stress, anxiety, sense of inadequacy, attention, hyperactivity, and school maladjustment, and significantly lower scores for relationships with parents, interpersonal relationships, self-esteem, self-confidence, and self-strength. Academic and social integrity, emotional stability, university satisfaction, and university service satisfaction were all significantly lower in the academically maladjusted students than in the non-maladjusted group. The expert interviews indicated that academic maladjustment was mainly recognized as a personal problem, with causes such as lack of motivation and learning methods, vulnerability to stress, lack of social relationships and alienation, lack of support from the family, and insufficient resilience. Systematic support other than counseling for academically maladjusted students is required, and an early diagnosis and preventive intervention are important.

Keyword

표/그림 (9)

그림 Figure 1. Research process. IRB, institutional review board.
표 Table 1. Demographic characteristics of the student cohort participants
표 Table 2. Demographic characteristics of interview participants^a)
표 Table 3. Reliability of 13 subscales of the Korean version of the Behavior Assessment System for Children-2
표 Table 4. Reliability of the College Student Adaptability Test
표 Table 5. Number of total and flunking students per year
표 Table 6. Curriculum components for which students received flunking grades since the 2018 school year (N=65)^a)
표 Table 7. Differences in emotional and behavioral characteristics (n=223)
표 Table 8. Differences in college adjustment factors (n=223)

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