동기, 학습전략, 참여, 그리고 의과대학 성적(Med Educ, 2012)

동기, 학습전략, 참여, 그리고 의과대학 성적(Med Educ, 2012)

Motivation, learning strategies, participation and medical school performance

Karen M Stegers-Jager1, Janke Cohen-Schotanus2 & Axel P N Themmen1,3

많은 연구자들이 SRL이론을 성공적 학습을 이해하기 위해 사용하고 있다. 이들 연구자 대부분은 자기보고식 척도를 활용했으며, 서로 다른 SRL의 요소가 있음을 밝혔다. 예를 들어 적절한 동기부여 신념, 학습전략, 등이 학업수행과 정의 상관관계에 있다. 다른 연구자들은 학생의 참여가 차이를 만들어낸다고 설명한다. 강의 출석과 같은 학생들의 참여 정도는 학업수행의 예측인자로 밝혀진 바 있따.

Several researchers have used self-regulated learning (SRL) theory to understand successful learning. Most of these authors have used self-report measures and have found that different components of SRL, such as appropriate motivational beliefs and learning strategies, are positively related to academic perfor- mance.4–7 Others have focused on student partici- pation in scheduled learning activities to explain differences in performance. Student participation, such as in lecture attendance, has been found to be predictive of academic performance.8,9

참여는 동기부여 신념이나 학습전략이 의과대학 성적과 가지는 관계를 중재(mediate)하는 역할을 할 수 있다. 그러나 이 요인들이 수행능력에 독자적인 영향을 줄 수도 있따.

Participation may mediate the relationships between motivational beliefs and learning strategies, and medical school performance, but these factors may also make unique contributions to performance.8

SRL은 '학습 프로세스에 메타인지적, 동기부여적, 행동적으로 주도적인 것'으로 정의된다. 따라서 자기조절적 학습자는..

Self-regulated learning has been defined as learning that occurs when one is ‘metacognitively, motiva- tionally, and behaviourally proactive in the learning process’.10 Thus, self-regulated learners:

• (i) monitor their own progress towards self-set goals and are therefore able to reflect on the effectiveness of their learning approaches;
• (ii) tend to view the learning task as intrinsically interesting and worth- while, and have high levels of self-efficacy, and
• (iii) engage in and persist with learning behaviours that maximise the degree to which learning occurs.10,11

SRL을 평가하기 위해 개발된 한 가지 도구는 MSLQ이다. 두 가지 섹션으로 구분된다.

One instrument developed to assess SRL as a metacognitive, motivational and behavioural con- struct is the Motivated Strategies for Learning Questionnaire (MSLQ).11 The MSLQ has two major sections: Motivation, and Learning Strategies.

• 동기부여 The Motivation section consists of scales that involve
• 기대 expectancy,
• 가치관 value and
• 감정 affect.
• 학습전략 The Learning Strate- gies section is further divided into a
• 인지-메타인지 cognitive– metacognitive section and
• 자원 관리 a resource management section.

 

동기부여, 인지-메타인지, 자원관리 섹션은 각각 SRL의 세 가지 요소와 맞는다.

The motivation, cognitive–metacognitive and resource management sections correspond, respectively, to the three components in the definition of SRL.10

일반적인 교육 문헌에서 세 가지 SRL의 요소와 학업성취와의 관계가 다뤄진 바 있다.

In the general education literature, several relation- ships among the three components of SRL and academic performance have been described.

• Firstly, the use of deep (cognitive) learning strategies, such as
• elaboration and
• organisation, and
• metacognitive self-regulatory activities, such as planning and mon- itoring, are related to better academic perfor- mance.12,13
• Secondly, higher levels of
• intrinsic goals for learning,
• self-efficacy and
• task value tend to lead to more deep-processing strategies and metacognitive regulation and, consequently, to improved perfor- mance.14–17
• Finally, high levels of resource manage- ment, using strategies such as
• effort regulation and
• time and study environment management, are also related to better academic performance.11,18

 

 

학습행동의 특정 유형 중 하나는 사전에 계획된 학습활동(scheduled learning activities)에 참여하는 것이다. 최근의 리뷰에서 Crede 등은 강의 혹은 다른 형태의 교육에 물리적으로 참석하는 것이 입학 전 GPA나 학습기술, 학습시간보다도 더 잘 학업성취를 예측한다고 보여주었다. 그러나 근대 의학 교육과정에서 참여는 단순히 강의에 출석하는 것 이상이다. 소그룹 과제에 참여하는 것, 개인 시간을 효율적으로 사용하는 것 역시 의과대학 성공에 중요하다. 최근의 간호대학생 연구를 보면 숙제를 해오는 것이 강의에 출석하는 것보다 더 강력한 예측인자가 되었다. 그러나 계획된 학습활동에 참여하는 것은 의과대학생들의 개인적 학습 선호나 특정 시기의 학습 요구에 따라서 영향을 받는다.

A specific type of study behaviour is participation in scheduled learning activities. In a recent review, Crede´ et al.8 showed that physical presence at lectures or other modes of instruction was a better predictor of academic performance than any other known predictor, including pre-admission grade point aver- age (GPA), study skills and number of hours spent studying. However, in modern medical curricula, participation involves more than just attending lec- tures. Participation in small-group work (such as tutorials or skills training) and efficient use of individual study time are also crucial to medical school success.25 A recent study among nursing students showed that homework completion was a stronger predictor of success than lecture atten- dance.9 However, participation in scheduled learning activities appears to be influenced by medical stu- dents’ personal learning preferences and learning needs at particular times.26,27

문헌 고찰을 통해서 관계에 대한 가설을 설정

On the basis of the reviewed literature, we hypothes- ised several positive relationships between these variables (Fig. 1).

 

 

 

 

방법

METHODS

맥락

Context

네덜란드 에라스무스 의과대학

This study was performed at Erasmus MC Medical School, Rotterdam, the Netherlands. The integrated and theme-oriented curriculum at this school com- prises a 3-year bachelor degree course followed by a 3-year masters degree course. The first year of the Bachelor of Medicine is divided into three thematic blocks of 11–16 weeks, which are organised around pathophysiological systems and cover subjects, start- ing from the basic sciences, up to and including clinical practice. Each study week covers one topic, such as heart failure, which is dealt with in various learning activities, including

• large-group learning (lectures and patient demonstrations; 8 hours),
• small-group learning (skills training and tutorials; 8 hours) and
• both guided (study assignments; 16 hours) individual study and
• unguided (8 hours) individual study.

의무여부

• Large-group sessions and guided study assignments are undertaken on a voluntary basis;
• for about a quarter of the small-group sessions student partici- pation is compulsory.

 

1학년 시험

The first year includes nine written examinations, consisting of open-ended and multiple-choice questions.

 

 

참가자와 절차

Participants and procedure

평가도구

Instrument

To measure the three components of SRL, we used parts of a validated Dutch version of the MSLQ.28,29

The MSLQ consists of 81 items divided into six motivation subscales and nine learning strategies subscales. Items are scored on a 7-point Likert scale (1 = not at all true of me, 7 = very true of me). As the MSLQ subscales are designed to be modular, they can be used to fit the needs of a particular study.12 The present study used eight subscales of the MSLQ, comprising 49 items.

• To measure students’ motivational beliefs, we used three motivation subscales:
• Intrinsic Goal Orienta- tion;
• Task Value, and
• Academic Self-Efficacy.
• Deep learning strategies were measured using three subscales on cognitive and metacognitive strategies:
• Elaboration;
• Organisation, and
• Metacognitive Self-Regulation.
• To measure the extent to which students manage their resources, we used two resource management subscales:
• Time and Study Environment, and
• Effort Regulation.

성과 척도

Outcome measure: Year 1 performance

Grades were given on a 10-point scale (1 = poor, 10 = excellent) and 5.5 was the cut-off pass ⁄ fail mark.

 

통계 분석

Statistical analysis

Data were then subjected to structural equation modelling (SEM), using AMOS 18.0 (SPSS, Inc., Chicago, IL, USA).30 Structural equation modelling is a statistical tool that builds on techniques such as correlation, regression, factor analysis and analysis of variance (for an explanation of SEM, see Violato and Hecker31). We used SEM to test the significance of the hypoth- esised relationships among variables and the fit of the overall model. The final model derived for the 2008 cohort was cross-validated using data from the 2009 cohort.

A two-stage approach, as recommended by Anderson and Gerbing,32 was used to test the hypothesised model.

• The first stage involved testing the validity of the measurement model. To this end, two separate confirmatory factor analyses (CFAs) were conducted; one of these applied to the three latent factors measured by the MSLQ (Value, Deep Learning, Resource Management), and one applied to the latent factor Participation (Fig. 1). Self-efficacy beliefs were not hypothesised to load on a latent variable and therefore were not included in the CFAs.
• The second stage involved testing the full structural model depicted in Fig. 1.

결과

RESULTS

Respondents

Descriptive statistics and Pearson correlations

 

 

 

 

Confirmatory factor analyses

Evaluating the structural model

 

 

 

Cross-validation of the model

고찰

DISCUSSION

심화학습전략(Deep learning strategies , DLS)은 1학년 수행능력과 부적 상관관계에 있었으나, 자원관리전략(resource management strategies)와는 정적 관계에 있었다. 

Deep learning strategies were negatively associated with Year 1 performance, but positively related to resource management strategies.

가장 충격적인 결과는 비록 간접적으로는 긍정적인 관계에 있었으나, DLS의 사용이 1학년 수행능력과 부적 상관관계에 있었다는 점이다. 이는 DLS의 활용이 학업 성취를 가져올 수는 있으나, 이것은 자원관리와 참여가 함께 있을 때만 그렇다는 것이다. 이러한 결과는 왜 이전 연구에서 Deep learning 이 의과대학 성적과의 관계가 약했거나 심지어 없었는지를 보여주는 것이다.

One of the most striking outcomes is the finding that, despite a positive indirect relationship, the useof deep learning strategies had a negative direct relationship with Year 1 performance. This result suggests that the use of deep learning strategies maylead to academic success, but only if it is combinedwith good resource management and participation. This finding may explain why in previous studies theassociation of deep learning with medical school grades was found to be weaker than expected36 or even absent.37 

DLS의 활용보다도 자원관리전략(시간관리, 노력 조절) 이 학업성취에 더 중요하다는 것은 다른 연구자들도 보고한 바 있다.

The importance of resource manage- ment strategies – time management and effort regulation – over the use of deep learning strategies in the explanation of academic performance has also been reported by others.4,24

또 다른 설명으로는 학습환경의 특징이 있다. 예를 들어 평가 방법이 DLS가 수행능력에 미치는 영향에 영향을 준다는 것이다. 예를 들어 1학년 시험은 주로 기계에 의해서 채점되고, 이는 DLS보다 단순암기를 더 보상하는 평가법일 수 있다.

An alternative explana- tion may be that characteristics of the learning environment, such as the examination methods used, influence the degree to which the deep learning strategies affect performance.4,36 For example, Year 1 examinations, which are mainly machine-marked, may (despite efforts to prevent this) reward the use of memorisation rather than the use of deep learning.

노력 조절과 시간관리가 1학년 수행능력과 강한 상관관계가 있으나, 자원 관리가 1학년 성취와 정적 관계에 있다는 가설은 아직 증명된 것은 아니다. 우리의 관찰결과는 노력 조절과 시간 관리의 긍정적 영향을 '참여'에 의해서 mediate 됨을 보여준다. 따라서 학생의 자원관리전략이 (다양한 학습활동에의) 참여를 촉진시키는 경우에만 이 전략이 긍정적 영향을 줄 것이다.

The hypothesis that resource management would have a direct positive association with Year 1 perfor- mance was also not confirmed, despite the strong correlations found between effort regulation and time management and Year 1 performance. Our findings suggest that the positive effect of effort regulation and time management on medical school performance is mediated by participation. Thus, only if a student’s resource management strategies stimulate the student to participate in the variety of learning activities offered will these strategies positively influence the student’s grades.

이전 의과대학생과 간호대생 대상 연구와 마찬가지로, '참여'는 1학년 수행에 강한 관계가 있었다. 이에 대한 몇 가지 설명. 첫째, 다양한 학습활동에 대한 참여는 학생들이 과목 수업자료에서는 얻을 수 없는 다양한 정보를 얻게 해준다. 둘째, 다양한 학습활동에 정기적으로 참여함으로써 (학습노력이 여러 학습세션에 분담되고), 수행능력에 긍정적 영향을 준다. 마지막으로 지속적인 참여는 자료에 숙달된 이후에도 계속 학습하게(overlearn) 해주고, 특히 강의가 tutorials, skills training, (guided) independent study와 관련될 때 그러하다. 이와 같이 고도로 구조화된 과목과 교실 안팎에서의 적극적 참여의 중요성은 최근 과학 수업에서도 보여진 바 있다.

In line with the results of earlier studies among medical and nursing students,9,38 participation was found to be strongly related to Year 1 performance, confirming our hypothesis. There may be several explanations for this finding.8 Firstly, participation in various learning activities may allow students to obtain information that is not contained in the course material. Secondly, regular participation in various learning activities (lectures, skills training and independent study) around the same topic may represent a form of distributed practice (in which study effort is distributed over several study sessions), which is known to have a positive effect on performance. Finally, consistent participation may offer the possibility for the overlearning of material, especially when lectures are combined with tutorials, skills training and (guided) independent study. The importance of a highly structured course and active participation within and outside class has recently been reported with reference to science classes.39

또 다른 설명은 성적을 잘 받는 학생들이 자료를 더 잘 이해해서 그럴 뿐만 아니라, 수업시간동안 제시되는 시험에 대한 명시적/암묵적 힌트를 받기 때문일 수도 있다.

However, an alternative explanation is that students with better rates of participation achieve higher grades not because they comprehend the material better, but because explicit or implicit cues to the content of examinations are given during class.8,38

자발적 참여의 가능성을 보여주는 한 이론은 Higgin's 조절 초점 이론으로서, 학생들은 그들이 하고싶어서(promotion focus) 혹은 그래야 할 것 같아서(prevention focus) 학습활동에 참여한다.

One theory that appears promising in explaining voluntary participa- tion is Higgin’s regulatory focus theory.40,41 Accord- ing to this theory, students may participate in learning activities either because they ‘want to’ (promotion focus) or because they feel they ‘have to’ (prevention focus).

학업적 자기효능감과 1학년 성적의 관계는 직접적이었으며 학습전략에 mediate 되지 않아 우리의 가설과 달랐다. 이에 대한 한 설명은 자기효능감이 높은 학생은 성공을 위해서 언제나 참여할 필요가 있는 것은 아니기 때문이다. 여러 연구에서 더 성적이 우수한 집단 혹은 학생이 규칙적으로 수업에 들어올 가능성이 더 낮음을 밝혔다. 그러나  둘 사이의 인과관계는 두고 볼 일이다. 의과대학에서 자기효능감의 효과는 흥미로운 연구주제인데, 왜냐하면 자기효능감이 의과대학에서 학업성취도가 낮을 것으로 예상되는 학생들의 조기발견을 돕는 요인으로 활용될 수 있기 때문이다. 추가적으로 자기효능감은 의학교육자들에 의해서 영향을 쉽게 받을 수 있다.

The finding that the relationship of academic self-efficacy with Year 1 performance was direct and not mediated by learning strategies contradicts our hypothesis. A possible explanation for this direct relationship is that students with high levels of self- efficacy do not always need to participate to a great degree in order to be successful. Several studies have revealed the existence of a group of better or more confident students who are less likely to attend classes on a regular basis.8,27,38 However, whether these students are more confident because they have performed well in early examinations or whether their higher initial self-efficacy results in better performance at the end of the year is a matter of debate.21 The impact of self-efficacy on medical school performance may be an interesting area for further research, especially because self-efficacy may be used as a factor to aid in the early identification of students who are at risk for poor performance at medical school. In addition, self-efficacy can relatively easily be influenced by medical educators.42

연구의 한계. 인과관계를 보인 것 아님

There are some limitations to our study. Firstly, it is not possible to infer causality

SEM은 현실의 근사치에 불과하다. 

Sec- ondly, it should be noted that structural models are only approximations of reality.43 Therefore, it is likely that our model omits some relevant variables and associated relationships.

자기보고에 의존하였다. 그러나 의도적으로 이상적 응답을 할 가능성은 낮았음.

Thirdly, the present study relied heavily on student self-reports of strategies and participation. However, as the questionnaire was used to provide students with an overview of the strengths and weaknesses of their study approaches, we expect the risk for social desirability bias to be low.

 

일개 의과대학에서 시행됨.

Finally, this study was performed within one medical school. Although two cohorts of students were used, future replication studies are needed to establish whether the present results can be generalised to other populations.

실제 함의. 의과대학은 학생들을 학습활동에 참여하게끔 해야 한다. 비록 이러한 참여를 의무화시키고 싶겠지만, 그것이 과연 필요한지, 나아가 이상적인지에 대한 의문이 있을 수 있다. 의과대학은 학생들의 참여를 촉진시키려고 하기보다는 학생의 가치관 신념을 발전시켜야 한다. 물리적 참석을 넘어선 참여가 필요하며, 집중적 연습 (active learning exercise를 통한) 이 필요하다.

A first practical implication of this study is that medical schools should stimulate students to participate in learning activities. Although it might be tempting to make participation mandatory, it is questionable whether this is necessary8 or even desirable. Medical schools should, rather, aim to stimulate participation by enhancing students’ value beliefs. Participation that extends beyond physical presence and includes intensive practice – via active-learning exercises – is likely to be most beneficial for all students.39

자기효능감을 유지 혹은 향상시켜줘야 한다. 가장 강력한 자기효능감의 근원은 이전 수행수준이나, 다른 것에도 영향을 받는다.

Secondly, medical schools should aim to facilitate the maintenance or growth of self-efficacy levels. The most powerful source of self-efficacy beliefs is past performance, but student self-efficacy is also influenced by vicarious experiences (observ- ing others perform), encouragement by others and students’ own feelings.46

 

To increase self-efficacy, medical schools should

• help students to monitor their own progress and build their confidence in their ability to learn.

Possible strategies are

• to focus feedback on the competencies mastered rather than on those that have not yet been mastered,
• to provide students with authentic tasks that fit their skill development level, and to create ‘safe’ learning environments.42

SRL 자료를 수집하고 참여에 대한 자료를 수집하는 것이 의과대학 초기에 수행능력이 떨어질 위기에 있는 학생을 빨리 감별하는데 도움이 된다.

Thirdly, our results suggest that the collection of data on SRL and on participation may help medical schools to identify students who are at risk for poor performance early in their training. In addition, these data enable the identification of areas for improvement and consequently can be used to offer proactive and targeted types of support.

 

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Med Educ. 2012 Jul;46(7):678-88. doi: 10.1111/j.1365-2923.2012.04284.x.

Motivation, learning strategies, participation and medical school performance.

Stegers-Jager KM1, Cohen-Schotanus J, Themmen AP.

Author information

• 1Erasmus MC Desiderius School, Erasmus University Medical Centre, Rotterdam, the Netherlands. k.stegers-jager@erasmusmc.nl

Abstract

CONTEXT:

Medical schools wish to better understand why some students excel academically and others have difficulty in passing medical courses. Components of self-regulated learning (SRL), such as motivational beliefs and learning strategies, as well as participation in scheduled learningactivities, have been found to relate to student performance. Although participation may be a form of SRL, little is known about the relationships among motivational beliefs, learning strategies, participation and medical school performance.

OBJECTIVES:

This study aimed to test and cross-validate a hypothesised model of relationships among motivational beliefs (value and self-efficacy), learning strategies (deep learning and resource management), participation (lecture attendance, skills training attendance and completion of optional study assignments) and Year 1 performance at medical school.

METHODS:

Year 1 medical students in the cohorts of 2008 (n = 303) and 2009 (n = 369) completed a questionnaire on motivational beliefs andlearning strategies (sourced from the Motivated Strategies for Learning Questionnaire) and participation. Year 1 performance was operationalised as students' average Year 1 course examination grades. Structural equation modelling was used to analyse the data.

RESULTS:

Participation and self-efficacy beliefs were positively associated with Year 1 performance (β = 0.78 and β = 0.19, respectively). Deeplearning strategies were negatively associated with Year 1 performance (β =- 0.31), but positively related to resource management strategies (β = 0.77), which, in turn, were positively related to participation (β = 0.79). Value beliefs were positively related to deep learning strategies only (β = 0.71). The overall structural model for the 2008 cohort accounted for 47% of the variance in Year 1 grade point average and was cross-validated in the 2009 cohort.

CONCLUSIONS:

This study suggests that participation mediates the relationships between motivation and learning strategies, and medical schoolperformance. However, participation and self-efficacy beliefs also made unique contributions towards performance. Encouraging participation and strengthening self-efficacy may help to enhance medical student performance.

© Blackwell Publishing Ltd 2012.

PMID:

 

22691147

 

[PubMed - indexed for MEDLINE]