医科继续教育学员的生源构成特征对其学位攻读信心与困难感知的作用机制

摘要

目的 明确医科继续教育学生的年龄、职业状态、学术基础、工作和家庭责任等生源背景差异因素，以及经济压力、时间管理问题、线上资源使用困难和学校支持系统等与其学位完成信心和完成障碍之间的关系，为提升该群体顺利完成学业的支持质量提供依据。方法　本文以某医科继续教育学院76名学生问卷为研究对象，采用频数、百分比、交叉描述、Spearman等级相关分析和Fisher精确检验，结合退学申请短信等个案材料，对学生背景特征、学习困难、完成信心和学校支持状况进行修复性分析。结果 样本中26-35岁学生占53.95%，全职工作者占94.74%；经常或有时遇到时间管理难题者占92.11%，其中全职工作者中该比例为91.67%。学生自评学术基础“不够充分”或“完全不充分”者占40.79%；毕业论文或其他学位要求中的主要困难依次为学术准备不足（61.84%）、信息技术应用困难（56.58%）、时间不足（47.37%）和缺乏指导（47.37%）。学业完成信心较高者占77.63%；学业完成信心与学校支持呈较强正相关（ρ = 0.580，p < 0.001），与学术基础充分程度呈正相关（ρ = 0.562，p < 0.001），与线上资源使用困难、经济压力呈弱负相关（ρ = -0.229，p = 0.047；ρ = -0.228，p = 0.048）。结论　现有原始数据不能支持实际完成率、回归效应或统计学交互效应结论，更适合表述为“学位完成信心与完成障碍”分析。本文建议优化教育资源配置，强化时间管理培训，完善信息技术支持和导师指导，并实施家庭友好型学习支持政策，以降低学生无法按时完成学位要求的风险。

Abstract

Objective To clarify how background differences among students in medical continuing education, including age, occupational status, academic preparedness, work-family responsibilities, economic pressure, time management problems, online resource difficulties, and institutional support, are associated with degree completion confidence and completion barriers. Methods Based on 76 valid questionnaires from a medical continuing education institution, this study used frequencies, percentages, cross-tabular descriptions, Spearman rank correlations, Fisher exact tests, and qualitative withdrawal-message evidence to re-examine the original indicators. Results Students aged 26-35 accounted for 53.95%, and full-time workers accounted for 94.74%. A total of 92.11% of all respondents and 91.67% of full-time workers reported frequent or occasional time-management difficulties. Students reporting insufficient or completely insufficient academic preparedness accounted for 40.79%. The major difficulties in completing thesis or degree requirements were insufficient academic preparation (61.84%), information-technology difficulties (56.58%), insufficient time (47.37%), and lack of guidance (47.37%). Students with high completion confidence accounted for 77.63%. Completion confidence was positively correlated with institutional support (ρ = 0.580, p < 0.001) and academic preparedness (ρ = 0.562, p < 0.001), and weakly negatively correlated with online-resource difficulties and economic pressure (ρ = -0.229, p = 0.047; ρ = -0.228, p = 0.048). Conclusion The original data do not support claims about actual completion rates, regression effects, or statistically significant interaction effects. The findings should be reframed as an analysis of completion confidence and completion barriers. Optimizing academic support, time-management training, digital learning support, tutor guidance, and family-friendly policies may reduce the risk of delayed degree completion.

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