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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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Structural equation model depicting relationship between motivation, study strategy and performance for all students. ***p < 0.001
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Fig3: Structural equation model depicting relationship between motivation, study strategy and performance for all students. ***p < 0.001

Mentions: The structural equation model analyses, which included comparing the male and female groups, resulted in the model depicted in Fig. 3 and had the following characteristics: n = 383, df = 3, Chi square = 1.095, p = 0.778 (>0.05) i.e. non-significant (Chi-square goodness of fit), so this model was a good model. CFI = 1.000 (>0.09), RMSEA (Root Mean Square Error of Approximation) model fit was equal to 0.000 (<0.05), which was a good fit. The model fit both male and female groups very well (characteristics of the models remained the same as mentioned above), but the regression weights for the different relationships between both groups were different (see Table 4).Fig. 3


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)

Structural equation model depicting relationship between motivation, study strategy and performance for all students. ***p < 0.001
© Copyright Policy
Related In: Results  -  Collection

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

Fig3: Structural equation model depicting relationship between motivation, study strategy and performance for all students. ***p < 0.001
Mentions: The structural equation model analyses, which included comparing the male and female groups, resulted in the model depicted in Fig. 3 and had the following characteristics: n = 383, df = 3, Chi square = 1.095, p = 0.778 (>0.05) i.e. non-significant (Chi-square goodness of fit), so this model was a good model. CFI = 1.000 (>0.09), RMSEA (Root Mean Square Error of Approximation) model fit was equal to 0.000 (<0.05), which was a good fit. The model fit both male and female groups very well (characteristics of the models remained the same as mentioned above), but the regression weights for the different relationships between both groups were different (see Table 4).Fig. 3

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