Motivation, learning strategies, participation and medical school performance

Abstract

Medical Education 2012: 46:678–688Context  Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self‐regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learning activities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance.Objectives  This study aimed to test and cross‐validate a hypothesised model of relationships among motivational beliefs (value and self‐efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school.Methods  Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs and learning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students’ average Year 1 course examination grades. Structural equation modelling was used to analyse the data.Results  Participation and self‐efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deep learning strategies were negatively associated with Year 1 performance (β = − 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross‐validated in the 2009 cohort.Conclusions  This study suggests that participation mediates the relationships between motivation and learning strategies, and medical school performance. However, participation and self‐efficacy beliefs also made unique contributions towards performance. Encouraging participation and strengthening self‐efficacy may help to enhance medical student performance.