Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model
Abstract 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 relatio...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-020-01995-9 |
| _version_ | 1818883682444771328 |
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| author | Ali Asghar Hayat Karim Shateri Mitra Amini Nasrin Shokrpour |
| author_facet | Ali Asghar Hayat Karim Shateri Mitra Amini Nasrin Shokrpour |
| author_sort | Ali Asghar Hayat |
| collection | DOAJ |
| description | Abstract 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. Methods 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. Results 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. Discussion 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. |
| first_indexed | 2024-12-19T15:37:32Z |
| format | Article |
| id | doaj.art-51023aed525348649a7d631a7b8f5c7a |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-19T15:37:32Z |
| publishDate | 2020-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-51023aed525348649a7d631a7b8f5c7a2022-12-21T20:15:33ZengBMCBMC Medical Education1472-69202020-03-0120111110.1186/s12909-020-01995-9Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation modelAli Asghar Hayat0Karim Shateri1Mitra Amini2Nasrin Shokrpour3Clinical Education Research Center, Shiraz University of Medical SciencesDepartment of primary education, Abdanan center, Islamic Azad UniversityClinical Education Research Center, Shiraz University of Medical SciencesEnglish Department, Shiraz University of Medical SciencesAbstract 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. Methods 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. Results 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. Discussion 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.http://link.springer.com/article/10.1186/s12909-020-01995-9Academic self-efficacyLearning-related emotionsMetacognitive strategiesAcademic performanceMedical students |
| spellingShingle | Ali Asghar Hayat Karim Shateri Mitra Amini Nasrin Shokrpour Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model BMC Medical Education Academic self-efficacy Learning-related emotions Metacognitive strategies Academic performance Medical students |
| title | Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model |
| title_full | Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model |
| title_fullStr | Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model |
| title_full_unstemmed | Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model |
| title_short | Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model |
| title_sort | relationships between academic self efficacy learning related emotions and metacognitive learning strategies with academic performance in medical students a structural equation model |
| topic | Academic self-efficacy Learning-related emotions Metacognitive strategies Academic performance Medical students |
| url | http://link.springer.com/article/10.1186/s12909-020-01995-9 |
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