Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of primary education, Abdanan center, Islamic Azad University, Abdanan, Iran.
BMC Med Educ. 2020 Mar 17;20(1):76. doi: 10.1186/s12909-020-01995-9.
Recognition of the factors affecting the medical students' academic success is one of the most important challenges and concerns in medical schools. Hence, this study aimed to investigate the mediating effects of metacognitive learning strategies and learning-related emotions in the relationship between academic self-efficacy with academic performance in medical students.
The present study was carried out on 279 students of medicine studying at Shiraz University of Medical Sciences. The students filled out three questionnaires: academic emotions (AEQ), metacognitive learning strategies, and academic self-efficacy questionnaires. The data were analyzed using SPSS and Smart PLS3.
The results of structural equation modeling revealed that the students' self-efficacy has an impact on their learning-related emotions and metacognitive learning strategies, and these, in turn, affect the students' academic performance. Moreover, learning-related emotions influence the metacognitive learning strategies, which in turn mediate the effect of emotions on academic performance.
The results of this study revealed that metacognitive strategies and learning-related emotions could play a mediating role in the relationship between students' self-efficacy and academic performance.
识别影响医学生学业成功的因素是医学院面临的最重要的挑战和关注点之一。因此，本研究旨在调查元认知学习策略和与学习相关的情绪在医学生的学业自我效能感与学业成绩之间的关系中的中介作用。
本研究对来自 Shiraz 医科大学的 279 名医学生进行了研究。学生们填写了三份问卷：学业情绪量表（AEQ）、元认知学习策略量表和学业自我效能感量表。使用 SPSS 和 Smart PLS3 对数据进行了分析。
结构方程模型的结果表明，学生的自我效能感对他们的学习相关情绪和元认知学习策略有影响，而这些策略又反过来影响学生的学业成绩。此外，学习相关情绪影响元认知学习策略，而元认知学习策略又调节情绪对学业成绩的影响。
本研究结果表明，元认知策略和与学习相关的情绪可以在学生的自我效能感和学业成绩之间的关系中发挥中介作用。
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