Wilkinson Tim J, Wells J Elisabeth, Bushnell John A
Christchurch School of Medicine and Health Sciences, University of Otago, New Zealand.
Med Teach. 2007 Mar;29(2-3):106-10. doi: 10.1080/01421590601175317.
Time in study may reflect motivation, but may also reflect inefficient study habits.
To determine how time in study relates to motivation and study approaches.
A total of 173 fourth- and fifth-year students in a six-year curriculum completed diaries over seven consecutive days. Time studying was correlated with motivation and approaches to study.
Time in study correlated with achieving motive, achieving strategy, deep strategy, motivation and planning/organisation. Deep motive correlated with time on assignments. Students who were less certain they wanted to work as a doctor undertook less study activity and spent less time with patients. Students who lacked confidence they would make a good doctor spent more time in non-timetabled discretionary study but also spent less time with patients.
A desire to achieve, certainty of career choice and lack of confidence are associated with time in study. Unconfident students divert their time away from patients.
学习时长可能反映学习动机，但也可能反映低效的学习习惯。
确定学习时长与学习动机和学习方法之间的关系。
在一个六年制课程中，共有173名四年级和五年级学生连续七天完成了日记记录。学习时间与学习动机和学习方法相关。
学习时长与成就动机、成就策略、深度策略、动机以及计划/组织相关。深度动机与作业时间相关。对自己是否想成为医生不太确定的学生学习活动较少，与患者相处的时间也较少。对自己能否成为一名好医生缺乏信心的学生在非课程安排的自主学习上花费更多时间，但与患者相处的时间也较少。
取得成就的愿望、职业选择的确定性和缺乏信心与学习时长有关。缺乏信心的学生会将时间从与患者相处上转移开。
