Who succeeds at dental school? Factors predicting students' academic performance in a dental school in republic of Korea.
Who succeeds at dental school? Factors predicting students' academic performance in a dental school in republic of Korea.
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谁在牙科学校取得成功？
DOI：
10.1002/j.0022-0337.2013.77.12.tb05640.x
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发表时间：
2013
影响因子：
2.3
通讯作者：
B. Jin
中科院分区：
文献类型：
--
作者：
Jungjoon Ihm;Gene Lee;Kack Kim;Ki;B. Jin
本研究的目的是探讨什么认知和非认知因素是负责预测牙科学生在韩国的牙科学校的学习成绩。这所学校是韩国现在要求申请人拥有学士学位的学校之一。在认知因素方面，使用学生的本科平均成绩（GPA）和牙科教育资格测试（DEET）分数，同时进行调查，以评估四个非认知措施：控制点，自尊，自我导向学习和人际交往能力。在2005年，2006年，2007年和2008年，共有353名学生在首尔国立大学牙科学院入学同意收集记录，并完成了调查。主要发现是，申请人得分较高的内部控制点和自我效能感更有可能是学业成功的牙科学生。自我导向学习与累积GPA排名前50%的学生显著相关。然而，学生的人际交往能力与他们的学业成绩呈负相关。特别是，学生成绩的缺乏可以通过监测他们第一年的GPA来预测。因此，识别这些因素来预测牙科学校的表现有影响的牙科课程和有效的教学法在牙科教育。
The purpose of this study was to examine what cognitive and non-cognitive factors were responsible for predicting the academic performance of dental students in a dental school in the Republic of Korea. This school is one of those in Korea that now require applicants to have a bachelor's degree. In terms of cognitive factors, students' undergraduate grade point average (GPA) and Dental Education Eligibility Test (DEET) scores were used, while surveys were conducted to evaluate four non-cognitive measures: locus of control, self-esteem, self-directed learning, and interpersonal skills. A total of 353 students matriculating at Seoul National University School of Dentistry in 2005, 2006, 2007, and 2008 consented to the collection of records and completed the surveys. The main finding was that applicants who scored higher on internal locus of control and self-efficacy were more likely to be academically successful dental students. Self-directed learning was significantly associated with students ranked in the top 50 percent in cumulative GPA. However, students' interpersonal skills were negatively related to their academic performance. In particular, students' lack of achievement could be predicted by monitoring their first-year GPA. Therefore, the identification of those factors to predict dental school performance has implications for the dental curriculum and effective pedagogy in dental education.