Erasmus MC Desiderius School, Erasmus University Medical Centre, Rotterdam, the Netherlands.
Med Educ. 2012 Jul;46(7):678-88. doi: 10.1111/j.1365-2923.2012.04284.x.
Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance.
This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school.
Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data.
Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort.
This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school performance. However, participation and self-efficacy beliefs also made unique contributions towards performance. Encouraging participation and strengthening self-efficacy may help to enhance medical student performance.
医学院校希望更好地理解为什么有些学生在学业上表现出色，而有些学生则难以通过医学课程。自我调节学习（SRL）的组成部分，如动机信念和学习策略，以及参与计划学习活动，与学生表现相关。虽然参与可能是 SRL 的一种形式，但对动机信念、学习策略、参与和医学院校表现之间的关系知之甚少。
本研究旨在测试和交叉验证一个假设的关系模型，该模型涉及动机信念（价值和自我效能）、学习策略（深度学习和资源管理）、参与（听课、技能培训出勤和完成可选学习任务）与医学院一年级表现之间的关系。
2008 年（n = 303）和 2009 年（n = 369）的一年级医学生完成了一份关于动机信念和学习策略（源自动机策略学习问卷）以及参与情况的问卷。一年级的表现是通过学生的平均一年级课程考试成绩来操作化的。结构方程模型用于分析数据。
参与度和自我效能信念与一年级的表现呈正相关（β = 0.78 和 β = 0.19）。深度学习策略与一年级的表现呈负相关（β =-0.31），但与资源管理策略呈正相关（β =0.77），而资源管理策略又与参与度呈正相关（β =0.79）。价值信念仅与深度学习策略呈正相关（β =0.71）。2008 年队列的总体结构模型解释了一年级平均绩点方差的 47%，并在 2009 年队列中进行了交叉验证。
本研究表明，参与度中介了动机与学习策略以及医学院校表现之间的关系。然而，参与度和自我效能信念也对表现做出了独特的贡献。鼓励参与度并增强自我效能感可能有助于提高医学生的表现。
