Author:
Campos-Sánchez Antonio,López-Núñez Juan Antonio,Carriel Víctor,Martín-Piedra Miguel-Ángel,Sola Tomás,Alaminos Miguel
Abstract
Abstract
Background
The students’ motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology.
Methods
Glynn Science Motivation Questionnaire II was used to compare students’ motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs.
Results
For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula.
Conclusions
Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students’ levels and types of motivation into the processes of planning, delivery and evaluation of medical education.
Publisher
Springer Science and Business Media LLC
Subject
Education,General Medicine
Reference58 articles.
1. Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate O: Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Acad Med. 2012, 87: 735-743. 10.1097/ACM.0b013e318253cc0e.
2. Blumenfeld PC, Kempler TM, Krajcik JS: Motivation and cognitive engagement in learning environments. The Cambridge handbook of the learning sciences. Edited by: Sawyer RK. 2006, New York: Cambridge University Press, 475-488.
3. Eccles JS, Wigfield A: Motivational beliefs, values, and goals. Annu Rev Psychol. 2002, 53: 109-132. 10.1146/annurev.psych.53.100901.135153.
4. Pintrich PR: A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psychol. 2003, 95: 667-686.
5. Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G: Motivation as an independent and a dependent variable in medical education: a review the literature. Med Teach. 2011, 33: 242-262. 10.3109/0142159X.2011.558539.
Cited by
37 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献