Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.

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Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

REOP - Revista Española de Orientación y Psicopedagogía ◽

10.5944/reop.vol.20.num.3.2009.11501 ◽

2014 ◽

Vol 20 (3) ◽

pp. 257

Author(s):

Mª Cristina Núñez del Río ◽

Mónica Fontana Abad

Keyword(s):

Emotional Intelligence ◽

Academic Performance ◽

Academic Motivation ◽

School Failure ◽

Emotional Competencies ◽

Dysfunctional Family ◽

Social And Emotional ◽

Academic Motivation Scale ◽

Motivation Scale ◽

Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom.

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An Examination of the Validity of the Academic Motivation scale with a United States Business Student Sample

Psychological Reports ◽

10.2466/pr0.106.2.323-341 ◽

2010 ◽

Vol 106 (2) ◽

pp. 323-341 ◽

Cited By ~ 17

Author(s):

Kenneth J. Smith ◽

Jeanette A. Davy ◽

Donald L. Rosenberg

Keyword(s):

Internal Consistency ◽

Academic Motivation ◽

Self Determination ◽

Convenience Sample ◽

Student Sample ◽

Adequate Model ◽

Business Courses ◽

Academic Motivation Scale ◽

Business Administration Students ◽

Motivation Scale

This study examined alternative seven-, five-, and three-factor structures for the Academic Motivation Scale, with data from a large convenience sample of 2,078 students matriculating in various business courses at three AACSB-accredited regional comprehensive universities. In addition, the invariance of the scale's factor structure between male and female students and between undergraduate and Master's of Business Administration students was investigated. Finally, the internal consistency of the items loading on each of the seven AMS subscales was assessed as well as whether the correlations among the subscales supported a continuum of self-determination. Results for the full sample as well as the targeted subpopulations supported the seven factor configuration of the scale with adequate model fit achieved for all but the MBA student group. The data also generated acceptable internal consistency statistics for all of the subscales. However, in line with a number of previous studies, the correlations between subscales failed to fully support the scale's simplex structure as proposed by self-determination theory.

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Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab

BMC Medical Education ◽

10.1186/s12909-015-0390-6 ◽

2015 ◽

Vol 15 (1) ◽

Cited By ~ 10

Author(s):

Lucas Stetzik ◽

Anthony Deeter ◽

Jamie Parker ◽

Christine Yukech

Keyword(s):

Academic Performance ◽

Human Anatomy ◽

Traditional Lecture ◽

Anatomy And Physiology ◽

Human Anatomy And Physiology

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Students’ Academic Motivations in Allied Health Classes

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2012.1384 ◽

2012 ◽

Author(s):

Trent Maurer ◽

Deborah Allen ◽

Delena Gatch ◽

Padmini Shankar ◽

Diana Sturges

Keyword(s):

Academic Success ◽

Extrinsic Motivation ◽

Academic Motivation ◽

Human Anatomy ◽

Published Data ◽

Convenience Sample ◽

Academic Behaviors ◽

Academic Motivation Scale ◽

Academic Motivations ◽

Alternate Routes

Purpose: Human Anatomy & Physiology [HAP] courses are considered “difficult” by both faculty and students, and many students fail to pass the courses. An attempt was made to understand how students’ academic motivations may contribute to their success or failure in these courses. Method: The project used a non-experimental design with a convenience sample. Students in five sections of HAP I and HAP II were invited to complete an anonymous 42-item questionnaire that included an adapted version of the Academic Motivation Scale [AMS], six demographic questions, and eight questions about their academic behaviors in and perceptions of their HAP course. A total of 461 students (69% response rate) completed the questionnaire. Analyses included 1) reliability for the seven AMS subscales, 2) correlations among the subscales, among the eight questions about their behaviors and perceptions, and between the subscales and the behavior and perception questions, and 3) a multivariate multiple regression with the AMS subscales as independent variables and the behavior and perception questions as dependent variables. Results: The AMS was successfully adapted to apply to HAP courses with reliabilities comparable to previously published data. Students’ levels of intrinsic motivation and amotivation, but not extrinsic motivation, were significantly related to their academic behaviors and perceptions of the courses. Conclusions and Recommendations: Despite high levels of extrinsic motivation, extrinsic motivation did not appear related to students’ academic behaviors. HAP instructors may need to consider alternate routes to influencing students’ academic success behaviors, as it appears that attempts to influence their extrinsic motivations may not essentially translate to changes in academic behavior.

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The effect of metacognitive skills and academic motivation on academic performance

10.21203/rs.2.20995/v1 ◽

2020 ◽

Author(s):

Mehdi Eskandari ◽

Mitra Amini ◽

Somayeh Delavari ◽

Sedigheh Mokhtarpour ◽

Mohammad Jaafari

Keyword(s):

Academic Performance ◽

Academic Motivation ◽

Metacognitive Strategies ◽

Metacognitive Skills ◽

Academic Motivation Scale ◽

The Mean ◽

Motivation Scale ◽

Skills Learning ◽

The Impact

Abstract Objectives: the purpose of present study is investigation the impact of metacognitive strategies and motivation on academic performance of medical learners Results: The findings showed that the mean scores of metacognitive strategies of participants and the success rate and academic performance of clinical students of the medical school were positively and significantly correlated (r = .406, p = 0.001). The results showed a positive and significant correlation between the metacognitive strategies (70.92 ± 6.1) and academic motivation (136.92 ± 23.9), respectively (P = .001 & r = .24). So, we can find the mediatory role of academic motivation in metacognitive strategies and academic performance Keywords: motivation, academic performance, metacognition skills, learning, Academic Motivation Scale (AMS), Metacognitions Questionnaire-30 (MCQ-30)

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