Academic Motivation, Academic Stress, and Perceptions of Academic Performance in Medical Students

Background: Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students.Methods: In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Results: Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001). Conclusions: The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical student.

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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

10.1101/2021.09.19.21263802 ◽

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

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

Frontiers in Psychology ◽

10.3389/fpsyg.2021.694019 ◽

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.

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The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17239089 ◽

2020 ◽

Vol 17 (23) ◽

pp. 9089

Author(s):

Rubén Trigueros ◽

Ana Padilla ◽

José M. Aguilar-Parra ◽

María J. Lirola ◽

Amelia V. García-Luengo ◽

...

Keyword(s):

Academic Performance ◽

Critical Thinking ◽

University Students ◽

Learning Strategies ◽

Autonomy Support ◽

Structural Equation ◽

Academic Motivation ◽

Protective Factor ◽

Academic Stress ◽

Metacognitive Strategies

Students often experience the university period as a very stressful time. The teacher is a key figure who can cushion this stressful experience for the student. This study therefore aims to analyse the influence of teachers from the Self-Determination Theory perspective on academic stress, motivation, critical thinking, metacognitive strategies and academic performance in university students. The study involved 2456 university students with an average age of 22.51 years. A structural equation model was created to analyse the causal relationships between the variables. The results showed that the psychological controlling of the teacher positively predicted academic stress while autonomy support negatively predicted academic stress. Academic stress negatively predicted motivation, metacognitive strategies, critical thinking and academic performance. Academic motivation positively predicted metacognitive strategies and critical thinking. Finally, metacognitive strategies and critical thinking positively predicted academic performance. These results highlight the importance of the role that the teacher adopts during classes and the protective factor of academic motivation in the presence of stress.

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Evaluation of academic stress among medical students using graphology and machine learning algorithm in correlation with salivary cortisol

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20213416 ◽

2021 ◽

Vol 9 (9) ◽

pp. 2733

Author(s):

Ravish H. ◽

Wilma Delphine Silvia C. R. ◽

Sunil Kumar ◽

Manoj Kumar Sharma ◽

Bharath V. Poojary ◽

...

Keyword(s):

Machine Learning ◽

Academic Performance ◽

Medical Students ◽

Mental Health Professionals ◽

Learning Algorithm ◽

Academic Stress ◽

Machine Learning Algorithms ◽

Machine Learning Algorithm ◽

Mixed Method Research ◽

Distress Scale

Background: Stress is a part of the academic life of graduates. Young adults are especially susceptible to academic stress based on their subjective commitment towards academic goals, and social pressure for superior academic performance. Recognizing academic stress is crucial for planning successful management, and to prevent mental illness. The aim of the study was to develop methods to identify stress using graphology, machine learning algorithm and salivary cortisol.Methods: The study included a mixed method research design and enrolled 43 medical students (19 males and 24 females) between 18-23 years of age were taken in the present study. The Kessler psychological distress scale (K10) was used to ascertain distress among the study subjects.Results: Students written manuscript images were taken for artificial intelligence training and analysis. The written manuscript was evaluated for positive and negative personality traits using graphology techniques. One of the negative traits identified by graphology, i.e.; dejection, it was used to train a machine learning tool to identify the negative trait of dejection.Conclusions: This study suggests that mental health professionals can train machine learning algorithms, using graphology tools, to function as a screening tool to determine stress levels. This may help to plan for management and recovery of stressed individuals and help them in future academic performance.

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Abstract #142: Cortisol Level and Academic Stress in Medical Vs Non-Medical Students

Endocrine Practice ◽

10.1016/s1530-891x(20)44316-2 ◽

2017 ◽

Vol 23 ◽

pp. 25

Author(s):

Hussein Rajab

Keyword(s):

Medical Students ◽

Cortisol Level ◽

Academic Stress

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The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽

10.2202/0027-6014.1677 ◽

2006 ◽

Vol 43 (3) ◽

Cited By ~ 8

Author(s):

Kellah M. Edens

Keyword(s):

College Students ◽

Academic Performance ◽

Goal Orientation ◽

Self Efficacy ◽

Academic Motivation ◽

College Health ◽

Sleep Habits ◽

Lack Of Sleep ◽

Relationship Of ◽

The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Associations National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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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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