Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco
Purpose 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. Methods A cross-sectional, analytical,...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Korean Society of Medical Education
2023-03-01
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| Series: | Korean Journal of Medical Education |
| Subjects: | |
| Online Access: | http://kjme.kr/upload/pdf/kjme-2023-247.pdf |
| _version_ | 1797870427049033728 |
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| author | Aziz Naciri Mohamed Radid Hasnaa Sine Ahmed Kharbach Ghizlane Chemsi |
| author_facet | Aziz Naciri Mohamed Radid Hasnaa Sine Ahmed Kharbach Ghizlane Chemsi |
| author_sort | Aziz Naciri |
| collection | DOAJ |
| description | Purpose 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. Methods 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. Results 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. Conclusion 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. |
| first_indexed | 2024-04-10T00:28:22Z |
| format | Article |
| id | doaj.art-11e4173eefb14cac86a9b46db7f9039e |
| institution | Directory Open Access Journal |
| issn | 2005-727X 2005-7288 |
| language | English |
| last_indexed | 2024-04-10T00:28:22Z |
| publishDate | 2023-03-01 |
| publisher | Korean Society of Medical Education |
| record_format | Article |
| series | Korean Journal of Medical Education |
| spelling | doaj.art-11e4173eefb14cac86a9b46db7f9039e2023-03-15T05:17:48ZengKorean Society of Medical EducationKorean Journal of Medical Education2005-727X2005-72882023-03-01351334310.3946/kjme.2023.2471356Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in MoroccoAziz Naciri0Mohamed Radid1Hasnaa Sine2Ahmed Kharbach3Ghizlane Chemsi4 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 Medical Biology, Human and Experimental Pathology and Environment, Faculty of Medicine and Pharmacy, Mohammed V University of Rabat, Rabat, Morocco High Institute of Nursing Professions and Health Techniques, Guelmim, Morocco Laboratory of Sciences and Technologies of Information and Education, Hassan II University of Casablanca, Casablanca, MoroccoPurpose 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. Methods 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. Results 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. Conclusion 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.http://kjme.kr/upload/pdf/kjme-2023-247.pdfdistance educationhealth occupationsmotivationnursing students |
| spellingShingle | Aziz Naciri Mohamed Radid Hasnaa Sine Ahmed Kharbach Ghizlane Chemsi Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco Korean Journal of Medical Education distance education health occupations motivation nursing students |
| title | Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco |
| title_full | Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco |
| title_fullStr | Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco |
| title_full_unstemmed | Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco |
| title_short | Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco |
| title_sort | self determined motivation and associated factors among health professions students in distance learning a cross sectional study in morocco |
| topic | distance education health occupations motivation nursing students |
| url | http://kjme.kr/upload/pdf/kjme-2023-247.pdf |
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