Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

Hamid, Shaista; Singaram, Veena S.

doi:10.7196/ajhpe.2016.v8i1.757

Cited by 22 publications

(38 citation statements)

References 13 publications

(19 reference statements)

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“…The study found statistically significant correlations between academic performance and the motivation scale as well as most of its subscales, including self-efficacy for learning performance, control of learning beliefs, task value and test anxiety. These results support the results of previous studies from other fields that showed such a relationship between academic performance and motivation strategy [8], [10], [28], [29]. The subscales that showed no significant correlation were those related to goal orientation (Intrinsic goal orientation and Extrinsic goal orientation) which was in line with previous research on the same topic [28].…”

Section: Discussionsupporting

confidence: 92%

“…These differences might be a result of the strong sex difference found in task preferences between boys and girls [37]. However, some previous results showed females having higher motivation scores than males [28], [29], [38], [39]. This variation could be related to the differences between both sexes in several factors including patterns of course-taking, achievement motivation and even educational experiences [40].…”

Section: Discussionmentioning

confidence: 99%

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Influence of Motivation on Academic Performance among Dental College Students

Almalki¹

2019

Open Access Maced J Med Sci

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AIM: This study aimed to assess the influence of motivation on academic performance among dental undergraduate students. METHODS: A cross-sectional study was carried out among a sample of 187 undergraduate dental students from the main dental colleges in the Riyadh region of Saudi Arabia using an electronic questionnaire. Students’ academic performance was measured by their current grade point average (GPA). Motivation was assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), which is a self-report instrument designed to assess students’ motivational orientations and learning strategies in college, including goals and value beliefs for the studied program (intrinsic, extrinsic goals orientation and task value), beliefs about their skills to succeed in their studies (control of learning beliefs, self-efficacy for learning and performance), and their anxiety about program tests. RESULTS: The results showed positive correlations between GPA and the motivation scale (r = 0.2296, p = 0.0019) and most of its subscales, including self-efficacy for learning performance (r = 0.2997, p = 0.0001), control of learning beliefs (r = 0.2305, p = 0.0021) and task value (r = 0. 2243, p = 0.0021). Test anxiety showed negative correlation with GPA (r = -0.1943, p = 0.0100). Compared to their counterparts, male students, students perceived to be from middle class families and students living with their families were consistently showing significant correlations between GPA and most of the motivation subscales. CONCLUSION: It can be concluded that motivation for learning can influence the academic performance of dental students. This influence can be affected by factors such as sex, socioeconomic factors and family support of the students.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Influence of Motivation on Academic Performance among Dental College Students

Almalki¹

2019

Open Access Maced J Med Sci

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“…MSLQ, although generally accepted, has been also criticized as it was designed in western homogeneous settings (Hamid & Singaram, 2016). The questionnaire used in this study is focused on five categories (three regarding motivation, and two regarding learning strategies) that are relevant in the MOOC context.…”

Section: Limitationsmentioning

confidence: 99%

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Alario-Hoyos

Estévez-Ayres

Pérez‐Sanagustín

et al. 2017

IRRODL

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MOOCs (Massive Open Online Courses) have changed the way in which OER (Open EducationalResources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

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“…Similarly, [46] found that a strong relationship between critical thinking and academic achievement. While another study reported poor correlation between critical thinking and academic performance among first year medical students [47]. Conversely, [48] reported no correlation between academic achievement (CGPA) and critical thinking dispositions among pre-service teachers.…”

Section: Reciprocal Peer Tutoring (Rpt) Strategy For Promoting Stumentioning

confidence: 99%

“…In the present research, generic questions stems consisting of three types of questions (i=integration, c=comprehension and f=factual) by [47] were used to trigger students' critical thinking in the Facebook discussion. total of questions asked when the students became a tutor were calculated.…”

Section: Types Of Questions Used Among Students In Online Rpt Thromentioning

confidence: 99%

Patterns of Critical Thinking Processing in Online Reciprocal Peer Tutoring Through Facebook Discussion

et al. 2020

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Reciprocal Peer tutoring (RPT) can support students in enhancing their critical thinking during learning process. The evolution of internet technology has shifted face-to-face peer tutoring to an online environment such as use of a social networking site, Facebook. In addition, Facebook Group provides a space for students and instructor to discuss academic related matters. However, depending solely on the Facebook medium without proper design learning activities do not guarantee active learning among students. In addition, educators might face multiple challenges by using social networking site such as Facebook for teaching and learning purpose. Thus, this study integrated online reciprocal peer tutoring arrangements in Facebook to stimulate students' critical thinking. A total of 29 students involved in the online discussions through Facebook with 14 Facebook Group pages were created. During discussion, tutor will used guided peer questioning strategy initiate tutee to think to the higher levels. This study employed lag sequential analysis to empirically explore patterns of critical thinking processing in Facebook discussions among High and Low critical thinking groups. The results showed that, apparently, High critical thinking group emerged thinking pattern which progressing from lower to higher order thinking processes which are very crucial in shaping their thinking to the higher levels. Additionally, by asking students' prior knowledge and understanding frequently can help students to gain greater understanding of the topic and further initiate their higher level of critical thinking. INDEX TERMS Facebook, critical thinking, online reciprocal peer tutoring, sequential analysis, type of question.

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Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

Cited by 22 publications

References 13 publications

Influence of Motivation on Academic Performance among Dental College Students

Influence of Motivation on Academic Performance among Dental College Students

Understanding Learners’ Motivation and Learning Strategies in MOOCs

Patterns of Critical Thinking Processing in Online Reciprocal Peer Tutoring Through Facebook Discussion

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