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How motivation affects academic performance: a structural equation modelling analysis.

Kusurkar RA, Ten Cate TJ, Vos CM, Westers P, Croiset G - Adv Health Sci Educ Theory Pract (2012)

Bottom Line: Differences were found in the strength of relationships between the variables for the different subgroups as expected.In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort.This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

View Article: PubMed Central - PubMed

Affiliation: Center for Research and Development of Education, University Medical Center Utrecht, P.O. Box # 85500, 3508 GA Utrecht, The Netherlands. R.Kusurkar@umcutrecht.nl

ABSTRACT
Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

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Hypothesized model for motivation influences performance
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Fig2: Hypothesized model for motivation influences performance

Mentions: If there is a priori hypothesis, Structural Equation Modelling (SEM) can employed in research reliably for testing the relationships of different variables with each other, though causality cannot be inferred unless it is an experimental study (Violato and Hecker 2007; Kline 2011). The foundation of a good SEM analyses is a well-founded theoretical basis for relationships being tested in the model (Violato and Hecker 2007; Kline 2011). We had hypotheses, including the directionality of relationships, well-founded in SDT literature. The variables we used in our SEM analyses were Relative Autonomous Motivation (RAM), Good Study Strategy (GSS), Study effort and Academic Performance (see Fig. 2). RAM meant how much of the student’s motivation originated from within himself or herself (autonomous) as compared to that originating from external factors (controlled; Vansteenkiste et al. 2005). GSS meant how much the students studied to understand the study material as against memorizing it without understanding (Biggs et al. 2001). Study effort meant how many hours the student devoted to self-study. Academic Performance meant how the student performed in terms of grades during his medical study.Fig. 2


How motivation affects academic performance: a structural equation modelling analysis.

Kusurkar RA, Ten Cate TJ, Vos CM, Westers P, Croiset G - Adv Health Sci Educ Theory Pract (2012)

Hypothesized model for motivation influences performance
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3569579&req=5

Fig2: Hypothesized model for motivation influences performance
Mentions: If there is a priori hypothesis, Structural Equation Modelling (SEM) can employed in research reliably for testing the relationships of different variables with each other, though causality cannot be inferred unless it is an experimental study (Violato and Hecker 2007; Kline 2011). The foundation of a good SEM analyses is a well-founded theoretical basis for relationships being tested in the model (Violato and Hecker 2007; Kline 2011). We had hypotheses, including the directionality of relationships, well-founded in SDT literature. The variables we used in our SEM analyses were Relative Autonomous Motivation (RAM), Good Study Strategy (GSS), Study effort and Academic Performance (see Fig. 2). RAM meant how much of the student’s motivation originated from within himself or herself (autonomous) as compared to that originating from external factors (controlled; Vansteenkiste et al. 2005). GSS meant how much the students studied to understand the study material as against memorizing it without understanding (Biggs et al. 2001). Study effort meant how many hours the student devoted to self-study. Academic Performance meant how the student performed in terms of grades during his medical study.Fig. 2

Bottom Line: Differences were found in the strength of relationships between the variables for the different subgroups as expected.In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort.This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

View Article: PubMed Central - PubMed

Affiliation: Center for Research and Development of Education, University Medical Center Utrecht, P.O. Box # 85500, 3508 GA Utrecht, The Netherlands. R.Kusurkar@umcutrecht.nl

ABSTRACT
Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.

Show MeSH