Entrar/Registro  
HOME SPANISH
 
Gaceta Médica de México
   
MENU

Contents by Year, Volume and Issue

Table of Contents

General Information

Instructions for Authors

Message to Editor

Editorial Board






>Journals >Gaceta Médica de México >Year 2015, Issue 4


Sepúlveda-Vildósola AC, Carrada-Legaria S, Reyes-Lagunes I
Motivation and learning strategies in pediatric residents
Gac Med Mex 2015; 151 (4)

Language: Español
References: 33
Page: 477-484
PDF: 247.08 Kb.


Full text




ABSTRACT

Background: Motivation is an internal mood that moves individuals to act, points them in certain directions, and maintains them in activities, playing a very important role in self-regulated learning and academic performance. Our objective was to evaluate motivation and self-regulation of knowledge in pediatric residents in a third-level hospital, and to determine if there are differences according to the type of specialty and sociodemographic variables. Material and Methods: All residents who agreed to participate responded to the Motivated Strategies for Learning Questionnaire. Cronbach alpha was performed to determine reliability. The mean value of each subscale was compared with Student’s t test or ANOVA, correlation of subscales with Pearson test. A value of p ≤ 0.05 was considered significant. Results: We included 118 residents. The questionnaire was highly reliable (α = 0.939). There were no significant differences in motivation or learning strategies according to sex, marital status, or age. Those residents studying a second or third specialization had significantly higher scores in elaboration, critical thinking, and peer learning. There were significant correlations between intrinsic motivation and self-efficacy with the development of knowledge strategies such as elaboration, critical thinking, and metacognitive self-regulation. Conclusions: Our students present average-to-high scores of motivation and knowledge strategies, with a significant difference according to type of specialization. There is a high correlation between motivation and knowledge strategies.


Key words: Motivation, Self-regulated learning, Learning strategy, Medical resident.


REFERENCIAS

  1. Ormrod JE. Motivación y emoción. En: Aprendizaje humano. 4.a ed. Madrid: Pearson; 2010.

  2. Huertas JA, Ardura A. Motivación. Querer aprender. 1.a ed. Argentina: Aique Grupo Editor; 1997.

  3. Kim SI. Neuroscientific model of motivational process. Front Psychol. 2013;4:98.

  4. Murty VP, Labar KS, Adcock RA. Threat of punishment motivates memory encoding via amygdala, not midbrain, interactions with the medial temporal lobe. J Neurosci. 2012;32(26):8969-76.

  5. Pintrich PR, De Groot EV. Motivational and self- regulated learning components of classroom academic performance. J Educ Psy. 1990;82:33-40.

  6. Bertoglia RL. Ansiedad y rendimiento en adolescentes escolares. Una alternativa de acción. Pisoperspectivas. 2005;4:27-32.

  7. Cortright RN, Luján HL, Blumberg AJ, Cox JH, DiCarlo SE. Higher levels of intrinsic motivation are related to higher levels of class performance for male but no female students. Adv Physiol Educ. 2013; 37(3):227-32.

  8. Murty VP, LaBar KS, Hamilton D, Adcock RA. Is all motivation good for learning? Dissociable influences of approach and avoidance motivation in declarative memory. Learn Mem. 2011;18(11):712-7.

  9. Stegers-Jager KM, Cohen-Schotanus J, Themmen AP. Motivation, learning strategies, participation and medical school performance. Med Educ. 2012;46(7):678-88.

  10. Cheng E. The role of self-regulated learning in enhancing learning performance. Intern J Research Rev. 2011;6(1):1-12.

  11. Zimmerman BJ. Investigating self-regulation and motivation. Historical background, methodological developments, and future prospects. Am Educ Res J. 2008;45(1):166-83.

  12. Zimmerman B. Self regulated learning and academic achievement. An overview. Educational Psychologist. 1990;25(1):3-17.

  13. Torrano MF, González TMC. El aprendizaje autorregulado: presente y futuro de la investigación. Electr J Res Educ Psy. 2004;2(1):1696-2095.

  14. Al Harthy I, Was C. Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis. International Journal of Education. 2010;2(1):1-20.

  15. Kemp MW, Molloy TJ, Pajic M, Chapman E. An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciencies. BMC Med Educ. 2014;14:38.

  16. Pintrich PR, Smith DAF, Garcia T, McKeachie W. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement. 1993;53:801-13.

  17. Artino A. A Review of the Motivated Strategies for Learning Questionnaire. [Internet] Disponible en: http://www.sp.uconn.edu/~aja05001/ comps/documents/MSLQ_Artino.pdf.

  18. Rotgans J. The motivated strategies for learning questionnaire: A measure for student´s general motivational beliefs and learning strategies? The Asia-Pacifc Education Researcher. 2010;19(2):357-69.

  19. Crede M, Phillips A. A meta-analytic review of the motivated strategies for learning questionnaire. Learning and individual differences. 2011.

  20. Rinaudo MC, Chiecher A, Donolo D. Motivación y uso de estrategias en estudiantes universitarios. Su evaluación a partir del Motivated Strategies Learning Questionnaire. Annales Psicol. 2003;19(1):107-19.

  21. Anais MJ, Hojas AM, Bustos A, et al. Motivational and congnitive learning strategies used by first-year engineering undergraduate students at Universidad Católica in Chile. Creative Edu. 2012;13:811-7.

  22. Cook DA, Thompson WG, Thomas KG. The motivated strategies for learning questionnaire: Score validity among medicine residents. Med Educ. 2011;45(12):1230-40.

  23. Ramírez Dorantes MC, Canto R, Rodriguez JE, Bueno Alvarez JA, Echazarreta Moreno A. Validación psicométrica del Motivated Strategies for Learning Questionnaire en universitarios mexicanos. Electr J Research Educ Psy. 2013;11(1):193-213.

  24. Pintrich P, Smith D, Garcia T, McKeachie W. Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. 1991.

  25. Posada-Villa J, Buitrago Bonilla J, Medina Barreto Y, Rodríguez Ospina M. Trastornos de ansiedad según distribución por edad, género, varia-ciones por regiones, edad de aparición, uso de servicios, estado civil y funcionamiento/ discapacidad según el Estudio Nacional de Salud Mental-Colombia. NOVA - PUBLICACIÓN CIENTÍFICA - ISSN:1794-2470. 2006;4(6):1-114.

  26. Sabogal TLF, Barraza HE, Hernández CA, Zapata L. Validación del cuestionario de Motivación y Estrategias de Aprendizaje, forma corta, en estudiantes universitarios de una institución pública. Psicogente 2011;14(25):36-50.

  27. Riveros QM, Hernandez VH, Rivera BJ. Niveles de depresión y ansiedad en estudiantes universitarios de Lima metropolitana. Revista de Investigación en Psicología. 2007;10(1):91-102.

  28. Waite L, Gallager M. The case for marriage: why married people are happier, healthier and better off financially. 1.a ed. EE.UU.: Broadway Books; 2002.

  29. Gove W, Huges M, Style C. Does marriage have positive effects on the psychological well-being of the individual? J Health and Social Behavior. 1983;24(2):122-31.

  30. Johnson DW, Johnson R, Holubec J. El aprendizaje coooperativo en el aula. Buenos Aires; Paidós; 1999.

  31. Johnson DW, Johnson R, Smith KA. Cooperative learning returns to college: What evidence is there that it works? Change. 1998;27-35.

  32. Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination Theory. Med Teach. 2011;33(12):978-82.

  33. Belland B, Kim Ch, Hannafin M. A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educ Psychol. 2013;48(4):243-70.






>Journals >Gaceta Médica de México >Year 2015, Issue 4
 

· Journal Index 
· Links 






       
Copyright 2019