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Titulo Artículo:
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Fecha de publicación:
2016.
Autores :
Diantha Soemantri;
Anwar Jusuf ;
Rose Feri;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
417
ISBN:
2042-6372
Existencias:
423
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Fecha de publicación:
2016.
Autores :
Diantha Soemantri;
Anwar Jusuf ;
Rose Feri;
Autor corporativo:
International journal of medical education,
Editores:
Medline-PubMed ;
Idioma:
Inglés
Páginas:
417
Existencias:
423
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Autores:
Diantha Soemantri
,
Anwar Jusuf
,
Rose Feri
,
.
Titulo Revista:
International journal of medical education,
.
Numero:
Volumen:
7
Fecha de publicación:
2016.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
417
Página Final:
423
ISBN:
2042-6372
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Autores :
Diantha Soemantri;
Anwar Jusuf ;
Rose Feri;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
Título Medline-PubMed :
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Autores :
Diantha Soemantri;
Anwar Jusuf ;
Rose Feri;
Autor corporativo:
International journal of medical education,
Fecha de publicación:
2016.
Paginas:
417.
ISBN:
2042-6372 .
Idioma:
Inglés
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
Titulo Artículo:
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
Resumen:
Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042).
Fecha de publicación:
2016.
Autor corporativo:
International journal of medical education,
.
Idioma:
Inglés
Palabras claves:
Autonomous motivation
Autonomy support
Academic achievement
Self-determination theory
Público objetivo:
Docentes
Medicos
Investigadores
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME : Diantha Soemantri; The relationship between autonomous motivation and autonomy support in medical students’ academic achievement(2016). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=1830
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Diantha Soemantri Anwar Jusuf Rose Feri Diantha Soemantri Anwar Jusuf Rose Feri The relationship between autonomous motivation and autonomy support in medical students’ academic achievement. 2016; 7Ed. 417.
