scholarly journals The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Qing-lin Li ◽  
Ji-yang Zhao ◽  
Jing Tian ◽  
Tao Sun ◽  
Chen-xi Zhao ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Well Being ◽  
Goal Orientations ◽  
Academic Stress ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Cross Sectional ◽  
Chinese Medical Students ◽  
Subjective Learning

Learning motivation is a significant factor that ensures quality in medical education, and might affect the academic performance and well-being of medical students. This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic well-being, and achievement goal orientations. Data were collected through a cross-sectional, anonymous survey conducted with 3,511 respondents (effective response rate = 81.7%), from four medical universities in China, and demographic factors, achievement goal orientations, academic performance, and academic well-being were assessed. The average score of achievement goal orientations of Chinese medical students suggested a difference in demographic factors, including sex, year of study, experience of leadership cadre, and family income. Both mastery and performance-avoidance goals were associated with academic performance, subjective academic stress, subjective learning adaptability, subjective sleep quality, and subjective well-being. Performance-approach goals were related to academic performance, subjective academic stress, and subjective learning adaptability. The achievement goal orientations of the medical students in this study were at a middle level. The findings emphasize the importance of mastery goals for promoting the academic performance and well-being of medical students. More care and attention toward achievement goal orientations can be beneficial for the improvement of the academic performance and well-being among medical students.

scholarly journals Evaluation of sleep pattern due to stress in undergraduate medical students and its impact on health and academic performance: A cross-sectional study from tertiary health center of Central India

2021 ◽  
Author(s):  
Kusum Gandhi ◽  
Yashvardhan Godaria ◽  
Revadi G
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Sleep Quality ◽  
Cross Sectional Study ◽  
Academic Stress ◽  
Sleep Pattern ◽  
Stress Factors ◽  
Sectional Study ◽  
Cross Sectional ◽  
Second Year

Background: Good quality sleep is essential for good health and well-being. Medical students are at no exception to this and are prone to greater risk for sleep deprivation. The major reason being challenges to maintain a high level of academic achievement and constant thirst to acquire new learning skills and knowledge. However, in this process they are circumstanced to various levels of stress that might cause potential damage to their cognitive functioning and mental exhaustion to a certain extent. Objectives: Thus, our study objectives were to evaluate the sleep pattern in first- and second-year medical students. To understand how the stress levels and academic performance are related to sleep pattern and to explore the copying strategies of stress in our study participants. Methodology: This cross sectional study was conducted using a self-reported, web-based, questionnaire that included questions on sleep quality and deprivation through Pittsburgh sleep quality index. All the eligible students of first and second year who were part of a premiere teaching hospital during February and March 2021 were included. Data was analysed using IBM SPSS version 24. Results: Out of 180 participants, 91(50.55%) had their initiation of sleeping time from 12-2 am and also, majority of students 112 (62.22%) had a sleep duration of six to eight hours. However, 119 (66.1%) students had self-reported change in sleeping pattern which was found to be significantly associated with relatively greater number of academic factors as compared to social factors. Most of the students scored between 50-60% score in their four assessments amongst which their first assessment was significantly associated with change in sleep pattern (P 0.040). Also, these individual assessment score was found to significantly affect their duration of sleep. The common coping strategies adopted by students under study were talking to family members/ friends, music/ book reading (hobby). Conclusion: Majority of students in our study had reported change in sleeping pattern. Also, association between stress factors and change in sleeping pattern were observed with academic stress factors proving to be more significantly associated than social stress factors. The academic performance of students was also found to be associated with change in sleeping pattern and duration of sleep. Keywords: sleep pattern, medical students, academic stress factors, coping strategies

scholarly journals Anxiety, Depression and Academic Performance: A Study Amongst Portuguese Medical Students Versus Non-Medical Students

2018 ◽  
Vol 31 (9) ◽  
pp. 454 ◽  
Author(s):  
João Moreira de Sousa ◽  
Cátia A. Moreira ◽  
Diogo Telles-Correia
Keyword(s):  
Academic Performance ◽  
Depressive Symptoms ◽  
Medical Students ◽  
Depression Scale ◽  
Well Being ◽  
Cross Sectional Study ◽  
Anxiety Symptoms ◽  
Chi Square ◽  
Cross Sectional ◽  
Poor Academic Performance

Introduction: The aim of the study is to assess the prevalence of anxiety and depressive symptoms in Portuguese medical students compared to students of other faculties, and the possible impact those symptoms have on academic performance.Material and Methods: A cross-sectional study was conducted in a sample of 750 students: 512 medical students and 238 nonmedical students. All students anonymously completed a socio-demographic survey and the Hospital Anxiety and Depression Scale (HADS). Statistical analysis was performed using the chi-square test, Mann-Whitney test, Spearman correlation coefficient or Kruskal-Wallis test.Results: We found a prevalence of 21.5% (n = 161) for anxiety symptoms and 3.7% (n = 28) for depressive symptoms. Being a medical student was more significantly associated with symptoms of anxiety (p = 0.034) compared with other students. Depressive symptoms were slightly associated with poor academic performance (p < 0.01). A percentage of 59.6% (n = 96) of students with anxiety symptoms and 46.4% (n = 13) of students with depressive symptoms did not seek medical or psychological care at that time.Discussion: Medical students in this sample seem to have more symptoms of anxiety, possibly explained by a higher number of female students in that sample. Depressive symptoms could be associated with poor academic performance in both groups, but an evident correlation was not established.Conclusion: Considering the high levels of anxiety symptoms, the possible impact of depressive symptoms in academic performance and the lack of psychiatric or psychological follow-up reported in this study, it is urgent to develop adequate means of support to improve students’ well-being and mental health.

scholarly journals Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

2019 ◽  
Vol 33 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Anqing Zheng ◽  
Daniel A. Briley ◽  
Margherita Malanchini ◽  
Jennifer L. Tackett ◽  
K. Paige Harden ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Academic Motivation ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Environmental Variance ◽  
Cross Sectional ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

Achievement goal orientations and subjective well-being: A person-centred analysis

2008 ◽  
Vol 18 (3) ◽  
pp. 251-266 ◽  
Author(s):  
Heta Tuominen-Soini ◽  
Katariina Salmela-Aro ◽  
Markku Niemivirta
Keyword(s):  
Well Being ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Subjective Well Being ◽  
Achievement Goal Orientations

scholarly journals Children’s and Mothers’ Achievement Goal Orientations and Self-Efficacy: Dyadic Contributions to Students’ Well-Being

2020 ◽  
Vol 12 (5) ◽  
pp. 1785 ◽  
Author(s):  
Versavia Curelaru ◽  
Daniela Muntele-Hendreș ◽  
Georgeta Diac ◽  
Diana-Sînziana Duca
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Cultural Context ◽  
Positive Impact ◽  
Well Being ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Motivational Orientations ◽  
The Impact

Starting from the basic idea that identifying predictive family factors for children’s well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers’ achievement goal orientations and parental self-efficacy on their children’s academic well-being, considering children’s own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (n = 85; Mage = 10.44, SD = 0.49), in the 8th grade (n = 62; Mage = 14.45, SD = 0.53), and in the 12th grade (n = 28; Mage = 18.39, SD = 0.62). The results indicated that mothers’ motivational orientations had a strong effect on their children’s corresponding motivational orientations. Mothers’ achievement goal orientations and parental self-efficacy had significant effects on children’s well-being, mediated by children’s goal orientations. Children’s well-being was positively predicted by mothers’ mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children’s corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents’ level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.

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