Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)

Hariri-Akbari, Maral; Shokrvash, Behjat; Mahmoodi, Firooz; Jahanjoo-Aminabad, Fatemeh; Yousefi, Behzad; Azabdaftari, Fariba

doi:10.1186/s12909-018-1249-4

Cited by 12 publications

(12 citation statements)

References 28 publications

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“…The need for relatedness should be fulfilled as well, through open-mindedness of teachers and other students, discussion, and interest for others. Finally, teachers should choose learning methods that are intrinsically motivating [34,35], such as problem-based learning, or simulation of clinical situations. They should also use external factors that do not alter intrinsic motivation.…”

Section: Implications Of Our Findingsmentioning

confidence: 99%

Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study

et al. 2020

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Background: Students entering medical school are driven by different types of motivation: autonomous motivation, controlled motivation, or amotivation. Motivation types can influence students' performance, outcome and well-being. To our knowledge, this topic has never been studied in Lebanese medical students. This study aims to identify students' motivation types in the first 5 years of medical school at two Lebanese universities (USJ and USEK). It also aims to determine the predominant motivation type of the whole sample. Results may be the first step towards raising awareness about this topic and implementing actions that enhance autonomous motivation. Methods: A cross-sectional study was performed between January and June 2017. A questionnaire was sent to medical students by e-mail. The students' academic motivation was assessed using the Academic Motivation Scale. Results: A higher mean autonomous motivation score was found in each academic year, as compared to the mean controlled motivation and amotivation scores. The highest mean autonomous motivation score was seen among second year students, whereas the lowest score was noted in fifth year students. The highest scores for controlled motivation and amotivation belonged to the fourth-year students, and the lowest to the first-year students. Students who were still satisfied with medical studies had a higher autonomous motivation score. Finally, USJ students who were satisfied with their second year training had a higher mean autonomous motivation score than those who were not. Conclusion: This study showed high levels of autonomous motivation in the first five years of medical school. Autonomous motivation was the predominant type in the whole sample. The highest scores of controlled motivation and amotivation were noted in the fourth year. Moreover, high levels of self-determination were seen in students who enjoyed their early contacts with patients through trainings. Actions should be implemented in medical schools to enhance and maintain autonomous motivation, and consequently students' outcome and health-care quality.

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Section: Implications Of Our Findingsmentioning

confidence: 99%

Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study

et al. 2020

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“…In addition, an empathetic environment has also been reported to instill a sense of pride (Igde and Sahin, ), a critical social emotion, which supports the development of IM (Bronson, ; Ma et al, ). Increased empathy has also been positively correlated with heightened self‐regulation (Barie and Ho, ; Tackett et al, ), and improved interpersonal (Barie and Ho, ), and academic skills (Jordan and Foster, ; Hariri‐Akbari et al, ).…”

Section: Stimulating Intrinsic Motivation In Millennial Studentsmentioning

confidence: 99%

“…The Generation Z (iGen, Centennials) (Born 1999-Present) Individuals of Generation Z, more commonly referred to as the Centennials (Hariri-Akbari et al, 2018;Manspeaker et al, 2019), are also beginning to enter the health care profession (Gonzalo et al, 2016;Brass et al, 2017;Alvi, 2018). The majority are extremely motivated (Nuffer et al, 2017;Khalil et al, 2018), and believe that they need a college education to achieve their career goals (Ottenberg et al, 2016;Worly et al, 2018).…”

Section: Generational Characteristics Of Present-day Health Care Profmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

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There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

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“…By setting regulations and making children understand the regulations and reasons behind them, autonomy supportive style promotes more mature functioning on behalf of the children [25,26]. This results in internalization of external stimulation, which in turn, converts the external motivation into internal motivation by children [43,44]. One of the possible reasons for the lacking of relationship between parent communicative style and computer gaming and electronic media communication times can be related to the general living style among many families in Iran.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, with no alternative for computer and game playing and EMC, and staying awake for long hours before going to bed, it seems not much remains for both child and parent except giving up and breaking the regulations [37]. Additionally, children can be very much attracted to computer gaming and communicating electronic media because these devices provide the kind of privacy and autonomy children typically like to have in their activities far from parents and other adult supervision [44].…”

Section: Discussionmentioning

confidence: 99%

Unrestricted prevalence of sedentary behaviors from early childhood

et al. 2020

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Background: Light and sedentary behaviors impose heavy challenges on societies. The objectives of this study are to identify child sedentary behaviors, and to examine the relationship between parent knowledge and behavioral style on children's sedentary time in Iran. Methods: This cross-sectional study was done among children and their parents selected randomly using multistage method, from 12 urban districts in Tabriz, Iran;2017. Data were collected through designing a multi-sectional questionnaire adopted from the Bjelland and previous studies to assess the time spent on sedentary behaviors among children/adolescents along with parent knowledge and behavioral style. Results: From 480 children/adolescents and their parents 54.6% came from middle class families, and 55.62% were boys aged 2 to18. The percentage of time spent more than 120 min per day (min/d) on weekdays was for watching television (TV): (girls 24.4%, boys 21.0%), for playing computer and video games: (girls 38.7%, boys 54.7%), for electronic media communication (EMC): (girls 52.8%, boys 60.2%). The associated factors for watching TV: child age [12 years and above OR = 1.37; 95% CI = 0.53-3.54], parent knowledge [OR = 0.59, 95% CI = 0.35-0.99], and communicative styles [OR = 1.43, 95%CI = 1.11-1.86], and for playing computer and EMC: child age [5 years old and above OR = 4.83,95% CI =1.52-15.38, 12 years old and above OR = 13.76, 95% CI= 4.22-24.91], family socioeconomic status [middle class OR = 2.52, 95% CI = 1.54-4.11, high class OR = 5.53, 95%CI = 1.80-15.89]. Conclusion: There is an urgent need to combat the unrestricted prevalence of sedentary behaviors among Iranian children/ adolescents who use computers and other electronic devices more than the recommended time every day from early childhood. Parents should be provided with appropriate information about adverse effects of using electronic devices longer than recommended time by children. It is also essential to teach them beneficial communicative styles to monitor their children's sedentary behaviors.

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Conversion of extrinsic into intrinsic motivation and computer based testing (CBT)

Cited by 12 publications

References 28 publications

Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study

Lebanese students’ motivation in medical school: does it change throughout the years? A cross-sectional study

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Unrestricted prevalence of sedentary behaviors from early childhood

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