Motivation, Cognitive and Resource Management Skills: Association of Self-Regulated Learning Domains with Gender, Clinical Transition and Academic Performance of Undergraduate Medical Students
Studies have associated self-regulated learning with better medical academic performance. However, limited data depicts inter-gender variabilities and differences between pre-clinical students and those undergoing clinical transition. Our study aims to bridge this gap.
In this comparative cross-sectional study, Motivated Strategies for Learning Questionnaire was administered to 550 undergraduate students of Army Medical College.
Three hundred thirty-nine of 550 students responded. Reliability analysis was performed (Cronbach’s α = 0.936). Extrinsic motivation was higher than intrinsic. Use of cognitive, metacognitive, and resource management skills was modest. Academic performance was weakly but significantly correlated with intrinsic goal orientation (p = 0.031), extrinsic goal orientation (p = 0.003), elaboration (p = 0.001), time/study environment (p = 0.009), and effort regulation (p = 0.009). Extrinsic goal orientation mean score was significantly lower (p < 0.001) for third year students when compared with that of pre-clinical students. Females had higher task-value scores (p = 0.009) while males had higher self-efficacy (p = 0.002) and critical thinking (p = 0.012) scores.
Study concludes that academic performance and self-regulated learning domains are weakly but significantly correlated. Students undergoing clinical transition have lower extrinsic motivation. Inter-gender variabilities exist in task-value, critical thinking, and self-efficacy domains. This study opens up new vistas for educationists who should revise curricula, academic reward systems, and pedagogy forms. Interventional studies should be designed to bring improvements in self-regulated learning domains.
KeywordsMedical education research Planning Self-assessment Study skills Undergraduate
Compliance with Ethical Standards
Conflict of Interest
The authors declare that they have no conflict of interest.
- 1.Pintrich PR. The role of goal orientation in self-regulated learning. In: Boekaerts M, Pintrich PR, Zeidner M, editors. Handbook of self-regulation. San Diego: Academic Press; 2000. p. 452–502.Google Scholar
- 4.Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ. 2012;46(7):678–88. https://doi.org/10.1111/j.1365-2923.2012.04284.x.
- 8.Pintrich PR, Smith DAF, García T, McKeachie WJA. Manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning; 1991.Google Scholar
- 11.Fatima K, Ilyas F, Kadri WB, Urooj K, Saeed A. Association of students intrinsic motivation and autonomous support of teachers on academic performance of dental undergraduates of Karachi. JBUMDC. 2017;7(4):249–53.Google Scholar
- 17.Black AE, Deci EL. The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: a self-determination theory perspective. Sci Educ. 2000;84(6):740–56. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3.CrossRefGoogle Scholar
- 19.Khan AS, Cansever Z, Avsar UZ, Acemoglu H. Perceived self-efficacy and academic performance of medical students at Ataturk University, Turkey. J Coll Physicians Surg Pak. 2013;23(7):495–8.Google Scholar
- 20.Al-Harthy IS, Aldhafri SS. The relationship among task-value, self-efficacy and academic achievement in Omani students at Sultan Qaboos University. Int Rev Soc Sci Humanit. 2014;7(2):15–22.Google Scholar
- 21.Leach BT, Good DW. Critical thinking skills as related to university students’ gender and academic discipline. Int J Human Soc. 2011;1(21).Google Scholar
- 22.Naqvi Z, Ahmed R. Learning Approaches and Academic Performance of Undergraduate Medical Students in Pakistan. J Pak Med Assoc. 2000;50(1).Google Scholar
- 23.Luqman M. Relationship of academic success of medical students with motivation and pre-admission grades. J Coll Physicians Surg Pak. 2013;23(1):31–6.Google Scholar
- 24.Mahmood S, Batool IN, Shahid K, Bhopal SF, Shahid N. Metacognition. Rawal Med J. 2016;41(4):467–70.Google Scholar
- 27.Davis BG. Tools for teaching. 2nd ed. San Francisco: Jossey-Bass; 2009.Google Scholar