Laboratory of Sciences and Technologies of Information and Education, Hassan II University of Casablanca, Casablanca, Morocco.
Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M'Sik, Hassan II University of Casablanca, Casablanca, Morocco.
Korean J Med Educ. 2023 Mar;35(1):33-43. doi: 10.3946/kjme.2023.247. Epub 2023 Feb 28.
Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities.
A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students' self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students' self-determined motivation in distance learning activities.
Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08-0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16-2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19-2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21-3.80; p<0.001) were the significant factors associated with students' self-determined motivation in distance learning.
This study predicted some factors influencing students' self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.
学习动机是数字环境中教与学过程中的一个重要因素。本研究旨在检查远程学习活动中，医学生的自主学习动机水平及其相关因素。
这是一项于 2022 年 2 月 15 日至 2022 年 7 月 31 日期间进行的，针对医学生的横断面、分析性、定量、多中心研究。采用自我管理式工具评估学生的自主学习动机。它由 16 个项目组成，分为四个维度：内在动机、外在调节、认同调节和无动机。它基于 7 点李克特量表，范围从 1（强烈不同意）到 7（强烈同意）。学生参与度通过 15 项分类进行评估，分为以下子量表：行为、情感和认知参与。对学生动机和参与度进行相关性分析。采用单变量和多变量逻辑回归分析，确定与远程学习活动中学生自主学习动机相关的因素。
在邀请参加研究的 1121 名学生中，收到了 1061 份有效问卷，应答率为 94.6%；595 名参与者（56.1%）在远程教学活动中具有自主性。多变量回归分析表明，族裔（调整优势比[OR]，0.25；95%置信区间[CI]，0.08-0.73；p=0.012）、教育程度（OR，1.65；95% CI，1.16-2.34；p=0.005）、远程学习环境（OR，1.65；95% CI，1.19-2.29；p=0.003）和学生参与度（OR，2.9；95% CI，2.21-3.80；p<0.001）是与学生远程学习自主学习动机相关的显著因素。
本研究预测了一些影响学生自主学习动机的因素。卫生专业教师需要鼓励采用有效的教学实践，以维持和发展学生的动机。
