Objective To explore the relationships among academic self-efficacy, interpersonal re-lationship and scholastic attainment of students in a health vocational college. Methods By means of the platform named "Wenjuanxing", an online questionnaire survey was conducted in May and June 2016 among students of a health vocational college in Sichuan using a survey consisting of two questionnaires, i.e. the academic self-efficacy questionnaire compiled by Yusong Liang & Zongkui Zhou and the comprehen-sive diagnostic scale for interpersonal relationships compiled by Richang Zheng . The data from 1070 students were collected and 1034 of them (i.e. 96.636％) were valid. SPSS software (release 21.0) was utilized for the statistical analysis. The scores of academic self-efficacy, its two dimensionalities and scholastic attainment were statistically analyzed using one-way ANOVA with the factor "interpersonal distress" with three levels. Pearson correlation analysis was used to determine the correlations among academic self-efficacy, interpersonal relationship and scholastic attainment. Results The detection rate of interpersonal distress was 49.613％; for academic self-efficacy, learning ability self-efficacy and scholastic attainment of students, there were significantly differences among the groups with interpersonal distress free, some interpersonal distress and more interpersonal distress (F values were 8.397, 25.005 and 4.462 while P values were 0.000, 0.000 and 0.012 for the three type of scores respectively). There were significantly negative correlations between academic self-efficacy or learning ability self-efficacy and interpersonal relationship or its four dimensionalities (r=-0.106 to -0.226, P=0.000 to 0.001); there was a significantly positive correlation between academic self-efficacy or learning ability self-efficacy and scholastic attainment (r=0.181, P=0.000 and r=0.225, P=0.000);while there was a significantly negative correlation between scholastic attainment and each of interpersonal relationship, the way of getting along with people and talking (r=-0.079 to-0.117, P=0.000 to 0.012). Conclusion The academic self-efficacy of students in the Health Vocational College is at medium level, and that many students have interpersonal problems. Since academic self-efficacy, interper-sonal relationship and scholastic attainment influence and promote each other, we need to pay attention to improving students' academic self-efficacy and conditions of interpersonal distress in order to promote the establishment of harmonious interpersonal relationships and improve students' self-confidence and scholastic attainment in the daily teaching activities by systematic design and comprehensive training.%目的 探讨卫生类职业院校学生学业自我效能感、人际关系和学业成绩之间的关系.方法 2016年5至6月,利用梁宇颂和周宗奎编制的《学业自我效能感问卷》和郑日昌编制的《人际关系综合诊断量表》,通过"问卷星"平台(一卷两表),对四川某卫生类职业院校学生进行调查.共回收问卷1070份,其中有效问卷1034份,有效率96.636％.用SPSS 21.0对问卷数据进行统计分析,对三个不同人际困扰组学生的学业自我效能感及其两个维度和学业成绩进行单因素方差分析,用Pearson分析探讨学业自我效能感、人际关系和学业成绩的相关性.结果 人际困扰检出率为49.613％.学生学业自我效能感、学习能力自我效能感和学业成绩在人际关系无困扰组、一定困扰组、较大困扰组之间的差异具有统计学意义(F值分别为8.397、25.005、4.462,P值分别为0.000,0.000,0.012);学生学业自我效能感、学习能力自我效能感与人际关系及其四个维度间呈显著负相关(r=-0.106～-0.226,P=0.000～0.001),与学业成绩间呈显著正相关(r=0.181,P=0.000和r=0.225,P=0.000);人际关系、与人交谈、待人接物与学业成绩间呈显著负相关(r=-0.079～-0.117,P=0.000～0.012).结论 卫生类职业院校学生学业自我效能感处于中等水平,人际关系困扰较多.由于学业自我效能感、良好的人际关系和学业成绩三者间相互促进、相互影响,因此可通过系统设计和综合培养等方式,在日常教育教学活动中注重提高学生的学业自我效能感、改善学生的人际困扰状况、促进和谐人际关系建立,从而提升学生自信心和学业成绩.
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