专业认同感在医学院学生学习动机和在线学习准备度之间的中介作用
Mediating Effect of Professional Identity between Learning Motivation and Readiness toward E-Learning among Medical Students

目的：探讨专业认同感在医学院学生学习动机和在线学习准备度间的中介作用。方法：采取便利抽样法，采用在线学习准备度问卷、大学生专业认同感问卷、学习动机量表对山东省一所高校357名医学院学生进行问卷调查。结果：学生在线学习准备度得分为(124.87 ± 17.74)，专业认同感得分为(85.70 ± 14.21)，学习动机得分为(87.59 ± 9.55)。在线学习准备度与专业认同、学习动机存在显著正相关(r = 0.666, r = 0.314, P < 0.001)。专业认同感在学习动机和在线学习准备度间起部分中介作用，中介效应占总效应的50.83%。结论：医学院学生的在线学习准备度处于中等偏上水平，专业认同感在学习动机和在线学习准备度之间起部分中介作用，可通过提升学生的专业认同感、学习动机提高学生的在线学习准备度。
Objective: To explore the mediating effect of professional identity between learning motivation and readiness toward e-learning among medical students. Methods: Through convenience sampling, 357 students from a university in Shandong Province were surveyed using an online ques-tionnaire to assess their preparedness for e-learning, professional identity and learning motiva-tion. Results: The total score for students’ online learning readiness, professional identity and learning motivation was 124.87 ± 17.74, 85.70 ± 14.21, 87.59 ± 9.55 respectively. Online learning readiness was positively correlated with professional identity and learning motivation (r = 0.666, r = 0.314, P < 0.001). Professional identity played a partially mediating role between learning motivation and online learning readiness, with mediating effect value accounting for 50.83% of the total effect. Conclusion: The preparedness of medical students for online learning surpasses the average, with professional identity serving as a partial mediator between learning motivation and online readiness. Enhancing students’ professional identity and learning motivation can enhance their readiness for online learning.