Hayat Ali Asghar, Salehi Asieh, Kojuri Javad
Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Public Health School of Medicine, Griffith University, Australia.
J Adv Med Educ Prof. 2018 Oct;6(4):168-175.
Identification of the factors that promote academic performance is of importance in the success rate of medical students. This study aimed to find the relationship between emotions, motivation and academic performance of medical students.
This descriptive-correlative study was conducted among 370 medical students in Shiraz University of Medical Sciences using convenience sampling. Academic emotions questionnaire (AEQ) including 75 items and college student version of work preference inventory including 30 items were used to collect the data. The Cronbach's alpha for the eight types of academic emotions ranged from 0.73 to 0.86, and for the intrinsic and extrinsic motivation it was 0.81 and 0.87, respectively. The data were analyzed using Pearson correlation, multiple regression, independent t-test and one-way ANOVA through SPSS, 14.
Results indicated a positive and significant correlation between positive emotions (enjoyment, hope, pride) and students' academic performance (r=0.37, r=0.27 and r=0.39, respectively, with p<0.01). A negative and significant correlation was found between negative emotions (anger, anxiety, hopelessness, shame and boredom) with students' academic performance (r=-0.15, r=-0.24, r=-0.23, r=-0.215 and r=-0.21, respectively, with p<0.01). There was a positive and significant correlation between intrinsic and extrinsic motivation and academic performance (r=0.63, r=0.14, with p<0.01, p<0.05, respectively). Emotions related to enjoyment, hope, pride, hopelessness, boredom and intrinsic motivation were shown as the key predictors of students' academic performance.
The results of this study showed the key role of motivation and positive emotions in increasing medical students' academic performance.
确定促进学业成绩的因素对医学生的成功率至关重要。本研究旨在探寻医学生的情绪、动机与学业成绩之间的关系。
本描述性相关性研究采用便利抽样法，对设拉子医科大学的370名医学生进行了调查。使用包含75个条目的学术情绪问卷（AEQ）和包含30个条目的大学生版工作偏好量表来收集数据。八种学术情绪的克朗巴哈系数在0.73至0.86之间，内在动机和外在动机的克朗巴哈系数分别为0.81和0.87。通过SPSS 14对数据进行Pearson相关性分析、多元回归分析、独立样本t检验和单因素方差分析。
结果表明，积极情绪（愉悦、希望、自豪）与学生的学业成绩呈显著正相关（分别为r = 0.37、r = 0.27和r = 0.39，p < 0.01）。消极情绪（愤怒、焦虑、绝望、羞耻和无聊）与学生的学业成绩呈显著负相关（分别为r = -0.15、r = -0.24、r = -0.23、r = -0.215和r = -0.21，p < 0.01）。内在动机和外在动机与学业成绩呈显著正相关（分别为r = 0.63、r = 0.14，p < 0.01，p < 0.05）。与愉悦、希望、自豪、绝望、无聊和内在动机相关的情绪被证明是学生学业成绩的关键预测因素。
本研究结果表明，动机和积极情绪在提高医学生学业成绩方面起着关键作用。
