Shrestha Lochana, Pant Shambhu Nath
Department of Community Medicine, Nepalese Army Institute of Health Science, Kathmandu, Nepal.
J Nepal Health Res Counc. 2018 Jan 1;15(3):252-257. doi: 10.3126/jnhrc.v15i3.18850.
Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students.
In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance.
Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001).
The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical students Keywords: Academic performance; controlled motivation; clusters; intrinsic motivation; motivation.
学生带着不同类型的动机进入医学学习。鉴于学术动机对学生良好学业成绩的重要性，本研究旨在揭示医学生学术动机与成绩之间可能存在的关系。
在这项横断面研究中，尼泊尔军队卫生科学研究所的医学生（N = 364）参与其中，并使用内在动机和控制动机得分分为不同亚组。聚类成员作为自变量来评估学习策略和学业成绩的差异。
得到四个聚类：高内在高控制型、低内在高控制型、高内在低控制型和低内在低控制型。高内在高控制型和高内在低控制型的学生分别占总人数的36.1%、22.6%。在深度策略和表面策略方面，高兴趣状态动机组和高兴趣动机组的学生之间未观察到显著差异。然而，这两个聚类在深度策略、表面策略和学业成绩方面均显著优于状态动机组和低动机组（p < 0.001）。
高兴趣状态动机组和高兴趣动机组的医学生与良好的深度和表面学习策略以及良好的学业成绩相关。低动机组和状态动机组的学生学业成绩最差，学习行为兴趣最低。这反映出动机是医学生取得良好学习成果所需的重要组成部分。关键词：学业成绩；控制动机；聚类；内在动机；动机
