Autonomous motivation predicts students' engagement and disaffection in interprofessional education: Scale adaptation and application

Ganotice, Fraide A.; Chan, Christian S.; Chan, Esther W.; Chan, Linda; Chan, So Ching Sarah; Lam, Angie Ho Yan; Leung, Chung Yin Feona; Leung, Sammual Yu‐Lut; Xiang, Lin; Luk, Pauline; Ng, Zoe Lai Han; Shen, Xiaoai; Tam, Eliza Y. T.; Wang, Runjia; Wong, Gloria H Y; Tipoe, George L.

doi:10.1016/j.nedt.2022.105549

Cited by 2 publications

(2 citation statements)

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“…Some of the studies show that emotional engagement influences academic performance through motivation as a mediator (Skinner et al, 2009), motivation arises from many different sources, including emotions, the relations of affection and motivation are somewhat mixed (Daniels et al, 2009;Reeve, 2012), some factors of emotional engagement, such as self-acknowledgment, self-value, attitude, have a complex relationship with extrinsic and intrinsic motivation (Lee et al, 2022). In other words, emotional engagement can be positively predicted by students' learning motivation (Ganotice et al, 2022).…”

Section: Emotional Engagement and Learning Motivationmentioning

confidence: 99%

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

Liu,

Ma,

Chen

2024

Front. Psychol.

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IntroductionThis study aims to explore the relationships among psychological capital, learning motivation, emotional engagement, and academic performance for college students in a blended learning environment.MethodThe research consists of two studies: Study 1 primarily focuses on validating, developing, revising, and analyzing the psychometric properties of the scale using factor analysis, while Study 2 employs structural equation modeling (SEM) to test the hypotheses of relationships of included variables and draw conclusions based on 745 data collected in a university in China.ResultsFindings revealed that intrinsic motivation, extrinsic motivation, emotional engagement, and psychological capital all impact academic performance. Extrinsic learning motivation has significant positive direct effects on intrinsic learning motivation, emotional engagement, and psychological capital. Intrinsic motivation mediates the relationship between extrinsic motivation and academic performance.DiscussionIn future blended learning practices, it is essential to cultivate students’ intrinsic learning motivation while maintaining a certain level of external learning motivation. It is also crucial to stimulate and maintain students’ emotional engagement, enhance their sense of identity and belonging, and recognize the role of psychological capital in learning to boost students’ confidence, resilience, and positive emotions.

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Section: Emotional Engagement and Learning Motivationmentioning

confidence: 99%

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

Liu,

Ma,

Chen

2024

Front. Psychol.

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“…Outcomes of IPE interventions can be predicted by student motivation [ 13 , 14 ]. Self-determination Theory (SDT) can help to understand the underlying mechanisms.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

Teuwen,

Kusurkar,

Schreurs

et al. 2024

BMC Med Educ

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Background The increasingly complex patient care in the twenty-first century is delivered by interprofessional health care teams. Interprofessional collaboration can be taught during interprofessional education. However, whether a long-term change in collaborative competencies can be achieved by interprofessional education has not been studied sufficiently. Our research questions were: How does motivation for interprofessional collaboration and interprofessional collaborative skills change up to one year after an interprofessional educational intervention? How are they related to each other? Methods During a one-year period, undergraduate medical and nursing students attended four interprofessional (intervention) or uniprofessional (control group) education sessions. Self-determination Theory was used as the theoretical framework. Autonomous and controlled motivation scores for interprofessional collaboration were calculated using the Academic Self-Regulation Questionnaire, before (T1), directly after (T2) and one year post-intervention (T3). At T3, the students also filled out the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), which measured the perceived attainment of collaborative competencies by a retrospective pre-test/post-test design. We used linear mixed effects models to analyse the motivation scores and linear regression for the relation between motivation and competence. Results In the interprofessional group, autonomous motivation scores of the participants were significantly lower at T2 vs. T1. Controlled motivation scores were significantly higher at T3 vs. T1. Controlled motivation scores for T2 were significantly higher in the uniprofessional group than in the interprofessional group. Perceived competence was related to higher autonomous motivation scores. At T3 the interprofessional collaborative competencies seemed to have grown more among students in the interprofessional group. Conclusions The perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was significantly more in the IPE students than in the UPE students. The few differences found in motivation scores for interprofessional collaboration were probably caused by an imbalance of nursing versus medical students over the different time points. This finding indicates that classroom based IPE can contribute to interprofessional collaboration skills of nursing and medical students at least up to one year after an intervention.

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Autonomous motivation predicts students' engagement and disaffection in interprofessional education: Scale adaptation and application

Cited by 2 publications

References 38 publications

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

The impacts of learning motivation, emotional engagement and psychological capital on academic performance in a blended learning university course

Interprofessional collaboration skills and motivation one year after an interprofessional educational intervention for undergraduate medical and nursing students

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