Prediction of academic achievement based on learning strategies and outcome expectations among medical students
Abstract Background 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 predictin...
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| Format: | Article |
| Language: | English |
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BMC
2019-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1527-9 |
| _version_ | 1818420236410421248 |
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| author | Sakineh Nabizadeh Sepideh Hajian Zohre Sheikhan Fatemeh Rafiei |
| author_facet | Sakineh Nabizadeh Sepideh Hajian Zohre Sheikhan Fatemeh Rafiei |
| author_sort | Sakineh Nabizadeh |
| collection | DOAJ |
| description | Abstract Background 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. Methods 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. Results 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. Conclusions 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. |
| first_indexed | 2024-12-14T12:51:15Z |
| format | Article |
| id | doaj.art-9f8f3d8e4d50449d94157497086474e3 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-14T12:51:15Z |
| publishDate | 2019-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-9f8f3d8e4d50449d94157497086474e32022-12-21T23:00:40ZengBMCBMC Medical Education1472-69202019-04-0119111110.1186/s12909-019-1527-9Prediction of academic achievement based on learning strategies and outcome expectations among medical studentsSakineh Nabizadeh0Sepideh Hajian1Zohre Sheikhan2Fatemeh Rafiei3Student Research Committee, Department of Midwifery & Reproductive Health, School of Nursing & Midwifery, Shahid Beheshti University of Medical SciencesDepartment of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Shahid Beheshti University of Medical SciencesDepartment of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Shahid Beheshti University of Medical SciencesDepartment of biostatistics & epidemiology, Arak University of Medical SciencesAbstract Background 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. Methods 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. Results 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. Conclusions 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.http://link.springer.com/article/10.1186/s12909-019-1527-9Academic achievementLearning strategiesOutcome expectations |
| spellingShingle | Sakineh Nabizadeh Sepideh Hajian Zohre Sheikhan Fatemeh Rafiei Prediction of academic achievement based on learning strategies and outcome expectations among medical students BMC Medical Education Academic achievement Learning strategies Outcome expectations |
| title | Prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| title_full | Prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| title_fullStr | Prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| title_full_unstemmed | Prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| title_short | Prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| title_sort | prediction of academic achievement based on learning strategies and outcome expectations among medical students |
| topic | Academic achievement Learning strategies Outcome expectations |
| url | http://link.springer.com/article/10.1186/s12909-019-1527-9 |
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