Orsini Cesar A, Binnie Vivian I, Tricio Jorge A
Faculty Development Office, Faculty of Dentistry, Universidad de los Andes, Chile.
School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK.
J Educ Eval Health Prof. 2018 Apr 19;15:11. doi: 10.3352/jeehp.2018.15.11. eCollection 2018.
To determine dental students' motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality.
A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students' academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables.
All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students' motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation.
Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students' motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.
通过以人为本的方法确定牙科学生的动机概况，并分析其与基本心理需求满意度、学习策略、学业成绩、自尊和活力之间的关联。
2016年春季，来自智利圣塞瓦斯蒂安大学的924名学生参与了这项横断面相关性研究。除学生的学业成绩外，还通过5份自我报告工具收集数据。计算了克朗巴哈系数、描述性统计量和相关得分。进行了具有内在动机和受控动机的k均值聚类分析，以确定不同的动机概况。随后，进行了协方差多变量分析，控制性别和学习年份的影响，以评估保留的动机概况和学习变量之间的差异。
所有工具均显示出可接受的克朗巴哈系数得分。在3聚类或5聚类解决方案中，保留了4聚类的动机概况解决方案。学生的动机概况以不同程度的内在动机和受控动机为特征。无论受控动机程度如何，高内在动机组比低内在动机组对其基本心理需求的感知更高，采用深入而非表面学习策略的倾向更大，学业成绩更好，自尊和活力得分更高。
具有高内在动机概况的学生，无论其受控动机得分如何，都表现出更好的学习特征。因此，应特别关注学生的动机概况，因为动机质量可能作为支持他们学业成功和幸福的干预措施的基础。
