"The biggest barrier was my own self": the role of social comparison in non-traditional students' journey to medicine
"The biggest barrier was my own self": the role of social comparison in non-traditional students' journey to medicine
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DOI：
10.1007/s40037-020-00580-6
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发表时间：
2020-04-22
影响因子：
3.6
通讯作者：
Cleland, Jennifer
中科院分区：
文献类型：
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作者：
Ball, Rachel;Alexander, Kirsty;Cleland, Jennifer
引言
社会比较强烈影响个人的自我概念、抱负和决策。本研究调查非传统申请者在准备医学院申请时如何利用社会比较来塑造他们的偏好、信念和预期。
方法
对12名来自非传统背景的英国医学生进行半结构化访谈，以探究他们为进入医学院所做的“准备”过程，以及社会比较在他们的经历中所起的作用。在通过社会比较的“三元模型”对研究结果进行解读之前，采用主题分析法对数据进行归纳以形成主题。
结果
研究结果显示，参与者参考那些具有相似规范和背景的人的意见来认可自己学习医学的愿望。他们寻求“专家”的意见以确认自己适合学医的信念，但在关键考试取得成功“证明”（在他们自己看来）自己有能力学医之前缺乏信心。与那些被认为对医学投入较少的同龄人以及相关榜样进行社会比较，使参与者确信来自他们背景的人能够在医学领域取得成功。
讨论
我们的研究结果从社会比较的角度进一步了解了接触相关专家、同龄人和榜样如何以及为何能够对医学申请产生积极影响。我们建议扩大入学机会的举措应促进和培养各种社会比较的机会，以帮助消除非传统学生对自身能力和前景的不确定感，并在准备申请的非学术方面之前将他们的关注点从取得所需成绩上转移开。
Introduction Social comparisons strongly influence an individual's concept of self, their aspirations and decisions. This study investigates how non-traditional applicants used social comparison to shape their preferences, beliefs and predictions whilst preparing an application for medical school. Methods Semi-structured interviews were conducted with 12 UK medical students from non-traditional backgrounds to explore their process of 'getting ready' for medical school, and the role social comparison played in their experiences. Thematic analysis was used to inductively develop themes in the data, before findings were interpreted through the 'triadic model' of social comparison. Results Findings revealed that participants looked to the opinions of those with similar norms and backgrounds to accept their desire to study medicine. They sought the opinions of 'experts' to affirm a belief in their suitability but lacked confidence until success in crucial examinations 'proved', in their own view, that they had the ability to do medicine. Social comparison to peers who were perceived to be less committed to medicine, and to relatable role models, reassured participants that someone from their background could succeed in medicine. Discussion Our findings further understanding about 'how' and 'why' exposure to relevant experts, peers and role models can positively influence application to medicine through the lens of social comparison. We recommend widening access initiatives promote and foster various opportunities for social comparison to help counter non-traditional students' feelings of uncertainty about their ability and prospects, and to reorient their focus away from achieving the required grades before preparing the non-academic aspects of their application.