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| Influence of undergraduate tutor system based on structural equation on students’ learning effect |
| HAO Zixu CUI Yanyin LIU Jinping XIA Fang |
| School of Health Management, Changchun University of Chinese Medicine, Jilin Province, Changchun 130117, China |
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Abstract Objective To analyze the current situation and influencing factors of the undergraduate tutor system in Changchun University of Chinese Medicine. Methods Using stratified cluster random sampling, 316 undergraduates from Changchun University of Chinese Medicine were selected as the research objects from October to November 2019, and the structural equation model was used to construct the learning effect model of the undergraduate tutor system to explore the role of the behavior of tutors, students’ independent learning ability and learning environment on the learning effect of undergraduate tutor system students. Results The average score of undergraduate tutor system learning effect was (2.56±0.44) points, students’ independent learning ability score was (3.32±0.50) points, the tutor behavior score was (2.55±0.46) points, and learning environment score was (2.61±0.43) points. Pearson correlation analysis showed that student’s independent learning ability was negatively correlated with tutor behavior (r = -0.147, P < 0.01), negatively correlated with learning environment (r =-0.115, P < 0.05), and negatively correlated with undergraduate tutor system learning effect (r = -0.246, P < 0.01). There was a positive correlation between tutor behavior and learning environment (r = 0.684, P < 0.01), and positive correlation with undergraduate tutor system learning effect (r = 0.652, P < 0.01). There was a positive correlation between learning environment and undergraduate tutor system learning effect (r = 0.756, P < 0.01). The indirect effect of tutor behavior on the undergraduate tutor system learning effect was greater than the direct effect, the influence of learning environment on the undergraduate tutor system learning effect was more obvious than that of tutor behavior, and the learning environment was an important intermediary variable for the influence of tutor behavior on the undergraduate tutor system learning effect. Conclusions The lack of resources of undergraduate tutors in medical colleges and the low self-regulation ability of students hinder the improvement of the undergraduate tutor system learning effect. Tutors organize and design a series of activities to establish a good learning environment, so as to cultivate students’ higher-order thinking and achieve the expected learning effect.
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