Structural Equation Modeling Analysis of Personality Factors Predicting Convergence Thinking, Self-directedness, Self-understanding, and Elaboration Among First-Year Gastroenterology Medical Students

Abstract

This study examines the pivotal role of personality traits—self-understanding, openness, self-directedness, convergence thinking, and elaboration—in the adaptation and academic progression of first-year gastroenterology medical students. Utilizing Structural Equation Modeling (SEM), it scrutinizes the intricate interplay among these dimensions within the context of gastroenterology education. Findings reveal that self-understanding indirectly influences elaboration through openness, self-direction, and convergence thinking. Moreover, openness, self-direction, and convergence thinking mediate the relationship between self-understanding and expanded experiences among first-year gastroenterology students. The study underscores the importance of fostering self-understanding during the intense medical entrance examination process and implementing programs to bolster openness, self-direction, and convergence think-ing, thereby enhancing students' academic success and ability to elaborate on their knowledge and experiences in gastroenterology.