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dc.contributor.authorHenning, MA
dc.contributor.authorHawken, SJ
dc.contributor.authorKrageloh, CU
dc.contributor.authorZhao, J
dc.contributor.authorDoherty, I
dc.date.accessioned2011-08-31T05:45:41Z
dc.date.available2011-08-31T05:45:41Z
dc.date.copyright2011
dc.date.issued2011-08-31
dc.identifier.citationMedical Science Educator, vol.21(2), pp.142 - 150
dc.identifier.issn2156-8650
dc.identifier.urihttp://hdl.handle.net/10292/1957
dc.descriptionThe quality of life of medical students and their motivation to learn are critical factors that have an impact on their ability to learn. The aim of this study was to investigate the associations between medical students' perceptions of their quality of life, motivation to learn, and estimated grade at the end of the academic year. Two hundred and seventy-four medical students at years four and five of medical school participated in the study. Students filled in a demographic survey form, and shortened versions of the World Health Organization Quality of Life Questionnaire and the Motivated Strategies for Learning Questionnaire. Significant correlations between quality of life and motivation to learn measures were obtained. Second, students who scored high on aspects of quality of life and motivation to learn also scored significantly higher on estimates of written grade. In conclusion, the results suggest that medical students’ perceptions about quality of life and motivation to learn are linked to estimation of academic achievement. The findings of this study further resonate with a key conceptual model in the motivation literature, which promotes the importance of creating opportunities for mastery learning, engaging task value, producing optimal learning contexts, and creating mechanisms for coping with and managing the inevitable anxiety-provoking learning experiences that medical students face.
dc.description.abstractThe quality of life of medical students and their motivation to learn are critical factors that have an impact on their ability to learn. The aim of this study was to investigate the associations between medical students‟ perceptions of their quality of life, motivation to learn, and estimated grade at the end of the academic year. Two hundred and seventy-four medical students at years four and five of medical school participated in the study. Students filled in a demographic survey form, and shortened versions of the World Health Organization Quality of Life Questionnaire and the Motivated Strategies for Learning Questionnaire. Significant correlations between quality of life and motivation to learn measures were obtained. Second, students who scored high on aspects of quality of life and motivation to learn also scored significantly higher on estimates of written grade. In conclusion, the results suggest that medical students‟ perceptions about quality of life and motivation to learn are linked to estimation of academic achievement. The findings of this study further resonate with a key conceptual model in the motivation literature, which promotes the importance of creating opportunities for mastery learning, engaging task value, producing optimal learning contexts, and creating mechanisms for coping with and managing the inevitable anxiety-provoking learning experiences that medical students face.
dc.languageEnglish
dc.publisherInternational Association of Medical Science Educators (IAMSE)
dc.relation.urihttp://www.iamse.org/jiamse/volume21-2/21-2_complete.pdf
dc.rightsAMSE grants to the author and all co-authors, the rights to republish any part of their article in secondary publications (print, CD-ROM, and other electronic formats) for which they are authors, on the condition that credit is noted for the original Medical Science Educator publication. This copyright also extends to cover all artwork, photographs, and any other intellectual property published in the journal.
dc.titleMotivation to Learn, Quality of Life and Estimated Academic Achievement: Medical Students Studying in New Zealand
dc.typeJournal Article
dc.rights.accessrightsOpenAccess


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