의과대학생들의 동기부여와 자기조절학습: 예비연구 (IJME, 2015)

의과대학생들의 동기부여와 자기조절학습: 예비연구 (IJME, 2015)

Changes in medical students’ motivation and self-regulated learning: a preliminary study

Kyong-Jee Kim1, Hye W. Jang2

이론과 연구를 보면 학생의 동기부여와 자기조절학습은 cognitive engagement와 학업성취와 관련된다. SRL의 개념은 '학생들이 메타인지적으로, 동기부여적으로, 행동적으로 스스로의 학습에 능동적으로 참여하는 것이다. 따라서 동기부여와 SRL은 의학교육연구에서 관심의 대상이 되어왔다. 또한 학생의 동기부여와 SRL을 의과대학 수행능력과 연결시키기도 하였다. 결과적으로 의과대학 교육과정은 SRL을 향상시킬 것을 매우 요구받고 있다.

Theories and research suggest that students’ motivation and self-regulated learning, which can be conceptualized as students participating meta-cognitively, motivationally, and behaviorally actively in their learning,1 are linked to their cognitive engagement and academic achievement.2 Accord- ingly, motivation and self-regulated learning have garnered attention in medical education research. Research has also related student motivation and self-regulated learning to his or her performance in medical school.3 Consequently, medical school curricula are increasingly called upon to promote students’ self-regulated learning.4

이론과 연구를 보면 동기부여와 SRL은 학습을 조정할 뿐 아니라, 학습의 결과이기도 하다. 즉, 의학교육에서 독립변수이면서 종속변수이다. 더 나아가 개개인의 동기부여와 SRL은 학생의 배경에 따라 달라진다(연령, 성별). 따라서 학생의 동기부여와 SRL이 의과대학 기간 동안 변하며, 여러 요인에 의해 영향을 받는다고 가정할 수 있다.

Theories and research suggest that motivation and self- regulated learning are not only mediate learning but are also consequences of the learning; thus, they are both dependent and independent variables in medical education.1,5,6 Fur- thermore, an individual’s motivation and self-regulated learning may differ according to his or her backgrounds, such as age and gender.6-8 Therefore, it can be hypothesized that students’ motivation and self-regulated learning change over time in medical school and these changes are affected by several factors.

우리는 학생의 동기부여와 SRL을 MSLQ의 다섯 개 하위 척도를 활용하여 측정하였다. 학습의 사회인지이론에 따르면 MSLQ는 자기보고식 도구로서 학생의 동기 지향과 (motivational orientation)과 서로 다른 학습전략의 사용을 평가하는 도구이다.

We measured participants’ motivation and self- regulated learning using five sub-scales adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). Based upon the social cognitive theory of learning, MSLQ is a self-report instrument designed to assess students’ moti- vational orientations and their use of different learning strategies.2

설문지는 44개의 문항으로 구성됨.

The questionnaire consists of 44 items encompassing motivation and self-regulated learning components.

• 동기부여 요소 두 가지 The motivation component includes three sub-scales: self- efficacy (9 items), intrinsic value (9 items), and test anxiety (4 items).
• SRL요소 두 가지 The self-regulated learning component includes two sub-scales: cognitive strategy use (13 items: e.g., use of rehearsal, elaboration, and organizational strategies) and self-regulation (9 items related to use of metacognitive strategies - e.g., planning, skimming, and comprehension monitoring - and effort management).

 

5점 리커트 척도

The items were rated on a five-point Likert scale, from 1 being “strongly disagree” to 5 being “strongly agree”.

White 등의 주장을 지지하는데, 의과대학이 의과대학생의 효과적인 SRL을 잘 도와준다는 근거는 거의 없다.

Still, our findings support the assertion made by White et al.13 that there is little evidence to suggest that medical schools are successfully helping medical students become effective self-regulated learners, in spite of such expectation held by many medical educators.

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Int J Med Educ. 2015 Dec 28;6:213-5. doi: 10.5116/ijme.565e.0f87.

Changes in medical students' motivation and self-regulated learning: a preliminary study.

Kim KJ1, Jang HW2.

Author information

• 1Department of Medical Education, School of Medicine, Dongguk University, South Korea.
• 2Department of Medical Education, School of Medicine, Sungkyunkwan University, South Korea.

Abstract

OBJECTIVE:

To investigate whether medical students' motivation and Self-Regulated Learning (SRL) change over time to enhance our understanding of these constructs as dependent variables in medical education.

METHODS:

A cohort of first-year students (n=43) at a medical school in South Korea completed a self-report questionnaire on motivation and SRL - the Motivated Strategies for Learning Questionnaire (MSLQ). The same questionnaire was administered to the same cohort in the beginning of Year 2. A Wilcoxon signed-rank test was conducted to determine if changes in participants' MSLQ scores occurred between in Years 1 and 2.

RESULTS:

Forty-one students completed the questionnaires in both years (95% response rate). Participants' motivation scores significantly increased, whereas their SRL scores decreased significantly after they went through Year 1. The most notable change in participants' MLSQ scores was in the increase in their test anxiety. There was a positive association between the participants' test anxiety and their cognitive strategies use in Year 1, which changed to a negative one in Year 2. Meanwhile, participants' test anxiety scores and their self-regulation scores became more negatively associated over time.

CONCLUSIONS:

Our study shows that even as medical students become more motivated, they actually use fewer self-regulated strategies over time. Our findings highlight the need for change in the medical school's learning environment to lessen students' test anxiety to facilitate their use of cognitive and meta-cognitive strategies.

KEYWORDS:

Korea; motivation; self-regulated learning

PMID:

 

26708325

 

[PubMed - in process] 

PMCID:

 

PMC4695391

 

Free PMC Article