Student Research Committee, Department of Midwifery & Reproductive Health, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Vali Asr Ave., Ayatollah Rafsanjani Cross Road, Niayesh Complex, Tehran, Zip code: 1985717443, Iran.
Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
BMC Med Educ. 2019 Apr 5;19(1):99. doi: 10.1186/s12909-019-1527-9.
One of the most important indicators of the effectiveness of teaching can be the academic achievement of learners, which can be influenced by different factors such as learning methods and individual motivations. The purpose of this study was to determine the ability of predicting academic achievement based on learning motivation strategies and outcome expectations based on a theoretical model.
This descriptive-analytic study was conducted with the participation of 380 male and female students of nine faculties of medical sciences of Shahid Beheshti University of Tehran. Multi-stage sampling along with the questionnaire of motivational strategies for learning and student outcome expectation scale were used for data collection. The college grade point average (CGPA) of students' past grades was considered as the academic performance variable. Data analysis was performed using Structural Equation Modeling (SEM) in AMOS software.
The mean score of the structure of learning strategies, motivational strategies, outcome expectations, and students' GPA did not show significant statistical differences in terms of gender, marital status, residence location, field of study, and educational level. There was a direct and significant relationship between the motivational strategies' structures (R = 0.193, p < 0.001) as well as learning strategies (R = 0.243, p < 0.001) and the CGPA, while there was no relationship between outcome expectations and CGPA. Path analysis revealed that self-regulating learning strategies and motivational strategies can predict the academic achievement of these students.
Considering the importance of active and independent learning among medical students, it is necessary for lecturers to use interactive and student-oriented patterns of teaching. Also, students should become familiar with self-regulating learning skills to better understand the information they receive.
教学效果的一个重要指标是学习者的学业成绩，而这可能受到学习方法和个人动机等不同因素的影响。本研究旨在基于理论模型确定基于学习动机策略和结果预期来预测学业成绩的能力。
这是一项描述性分析研究，参与者为德黑兰沙希德·贝赫什提大学九个医学科学学院的 380 名男女学生。采用多阶段抽样和学习动机策略问卷以及学生结果期望量表收集数据。学生过去成绩的大学平均绩点（CGPA）被视为学业表现变量。使用 AMOS 软件中的结构方程建模（SEM）进行数据分析。
学习策略结构、动机策略结构、结果预期结构和学生 GPA 的平均分在性别、婚姻状况、居住地点、学习领域和教育水平方面没有显著的统计学差异。动机策略结构（R=0.193，p<0.001）以及学习策略结构（R=0.243，p<0.001）与 CGPA 之间存在直接且显著的关系，而结果预期与 CGPA 之间没有关系。路径分析表明，自我调节学习策略和动机策略可以预测这些学生的学业成绩。
考虑到医学生积极自主学习的重要性，讲师有必要采用互动式和以学生为中心的教学模式。此外，学生应该熟悉自我调节学习技能，以便更好地理解他们所接收到的信息。
