Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students?
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ORIGINAL RESEARCH
Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students? Binbin Zheng 1
&
Chi Chang 1 & Chin-Hsi Lin 2 & Yining Zhang 3
Accepted: 26 October 2020 # International Association of Medical Science Educators 2020
Abstract Purpose Self-efficacy, academic motivation, and self-regulation have been identified as important factors contributing to students’ learning success in general education. In the field of medical education, however, few studies have examined these variables or their interrelationships as predictors of undergraduate medical students’ learning outcomes, especially in the context of flipped learning. Methods Using structural equation modeling (SEM), this study explored the impact of self-efficacy on 146 first- and second-year medical students’ academic achievement in a flipped-learning environment, and whether such impact (if any) was mediated by academic motivation and self-regulated learning (SRL) strategies. Results On average, students scored highest on self-efficacy (mean = 5 out of a possible 7), followed by intrinsic motivation (mean = 4.59), resource-management strategies (mean = 4.48), metacognitive strategies (mean = 4.46), extrinsic motivation (mean = 4.24), and cognitive strategies (mean = 4.17). Our SEM results suggest that, while there was a direct effect of selfefficacy on learning outcomes, academic motivation and SRL strategies did not mediate it. Conclusions By unpacking the structural relationships among self-efficacy, academic motivation, SRL strategies, and learning outcomes, this study provides evidence-based support for the importance of promoting students’ self-efficacy in undergraduate medical flipped-learning environments. Strategies for increasing students’ self-efficacy are also discussed. Keywords Self-efficacy . Academic motivation . Self-regulated learning strategies . Learning outcomes . Flipped learning . Undergraduate medical education
Introduction Medical students’ motivational beliefs and their use of learning strategies are topics of increasing interest in the study of medical education [1]. While some studies have focused on medical students’ self-efficacy beliefs [e.g., 2, 3] and selfregulated learning (SRL) [e.g., 4, 5], others have looked into
* Binbin Zheng [email protected] 1
Office of Medical Education Research and Development, College of Human Medicine, Michigan State University, A214B, 965 Wilson Road, East Lansing, MI 48824, USA
2
Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
3
Department of Foreign Languages and Literature, Tsinghua University, Beijing, China
the relationships between these factors, such as the effects of participation, motivation, and learning strategies on learning performance [1], and self-efficacy’s links to learning strategies [6, 7]. Yet, few studies have comprehensively examined the structural relationship among self-efficacy, academic motivation, SRL strategies, and students’ academic achievement. Self-efficacy refers
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