Relationship between metacognitive awareness and motivation to learn in medical students.
Relationship between metacognitive awareness and motivation to learn in medical students.
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DOI：
10.1186/s12909-020-02318-8
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发表时间：
2020-10-30
影响因子：
3.6
通讯作者：
Martins MA
中科院分区：
文献类型：
--
作者：
Siqueira MAM;Gonçalves JP;Mendonça VS;Kobayasi R;Arantes-Costa FM;Tempski PZ;Martins MA
在自我调节学习中，学习被定义为元认知引导的、内在动机的和策略性的。在医学教育的背景下，自我调节学习的发展可以与更好的学术和临床表现。因此，本报告的重点是展示元认知意识和动机之间的关联，以学习医学生在临床科学部分的教育（第三和第四年的医学课程）和表征医学生的动机因素。我们进行了一项横断面研究，定性和定量的方法，涉及来自巴西圣保罗大学（USP）的医学生。我们选择了经过验证的自我报告问卷，用于评估元认知（Schraw和Dennison元认知意识量表- MAI）和学习动机（Baranik，巴伦和Finney工作领域成就目标- AGWD）。MAI有两个领域：认知知识和认知调节。AGWD将成就目标分为掌握取向、掌握回避取向、表现取向和表现回避取向。我们还根据一个开放式问题进行了定性分析：“在医学培训中，什么最能激励我？”185名学生完成了问卷调查：103名（55.67%）为男性，110名（59.45%）为医学课程的第四年，152名（82.16%）为24岁以下。只有对MAI认知领域的了解与学习动机显著相关。我们发现，较高的得分与掌握接近目标取向（p = 0.003，中位数0.71，IQR 0.23），在同一领域的知识MAI低得分与掌握回避目标取向（p = 0.034，中位数0.65，IQR 0.14）。开放式问题表明，利他主义，个人满意度，财务反馈，个人和支持网络和毕业的动机因素。元认知意识与学习动机密切相关。这种关联可能代表了教育过程的一个潜在目标，因为院长和教师可以采取专注于促进有关学生动机因素的自我调节学习的策略。这可以提高学术成果，促进更愉快的学习。
In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors. We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?” One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.
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影响因子：
2.2
作者：
Baranik, Lisa E.;Stanley, Laura J.;Lance, Charles E.
通讯作者：
Lance, Charles E.
影响因子：
4.9
作者：
Elliot, Andrew J.;Murayama, Kou
通讯作者：
Murayama, Kou
DOI：
10.1187/cbe.17-03-0055
发表时间：
2017
期刊：
CBE life sciences education
影响因子：
--
作者：
Jeno LM;Raaheim A;Kristensen SM;Kristensen KD;Hole TN;Haugland MJ;Mæland S
通讯作者：
Mæland S
影响因子：
4.3
作者：
Howell, Andrew J.;Watson, David C.
通讯作者：
Watson, David C.
影响因子：
9.9
作者：
Ford, JK;Smith, EM;Salas, E
通讯作者：
Salas, E