Relationship between academic motivation and educational trajectory in dentistry students
Article Sidebar
Main Article Content
Abstract
Introduction: Academic motivation is an essential component in educational development, influencing the resolution of academic tasks and challenges. Academic motivation can be classified as intrinsic, extrinsic, and amotivation, each with specific subcategories that differently affect students' educational trajectories. Objective: To evaluate the relationship between the academic motivation of dentistry students and their educational trajectory. Materials and Methods: Vallerand's Academic Motivation Scale (AMS) was used to measure intrinsic motivation, extrinsic motivation, and amotivation in a sample of 225 dentistry students from the Universidad Nacional Autónoma de México (UNAM). Additionally, information on students' educational trajectory was collected through their grade records. Results: The results showed a positive relationship between intrinsic motivation and educational trajectory, indicating that students with higher intrinsic motivation have better educational trajectories. Amotivation was negatively related to educational trajectory. Regarding extrinsic motivation, identified regulation and introjected regulation showed positive relationships with educational trajectory, while external regulation did not show a significant relationship. Conclusions: This study demonstrates the relationship between academic motivation and educational trajectory.
Article Details
Citas en Dimensions Service
References
Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000; 55(1): 68-78. DOI: 10.1037//0003-066x.55.1.68
Kusurkar RA, Ten Cate TJ, Vos CMP, Westers P, Croiset G. How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ. 2013; 18(1): 57-69. DOI: 10.1007/s10459-012-9354-3
Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Meas. 1992; 52(4): 1003-1017. DOI: 10.1177/0013164492052004025
Wolters CA. Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. J Educ Psychol. 2004; 96(2): 236-250. DOI: 10.1037/0022-0663.96.2.236
Bruno FE, Fernández Liporace M, Stover JB. Escala de motivación situacional académica para estudiantes universitarios: desarrollo y análisis psicométricos. Interdisciplinaria. 2020; 37(1): 1-29. DOI: 10.16888/interd.2020.37.1.8
Zimmerman BJ, Schunk DH. Motivation: An essential dimension of self-regulated learning. In: Schunk DH, Zimmerman BJ (Eds). Motivation and self-regulated learning: Theory, research, and applications: 1-30. New York: Routledge, 2008. DOI: 10.4324/9780203831076
Pintrich PR. A motivational science perspective on the role of student motivation in learning and teaching contexts. J Educ Psychol. 2003; 95(4): 667-686. DOI: 10.1037/0022-0663.95.4.667
Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among U.S. and Canadian medical students. Acad Med. 2006; 81(4): 354-373. DOI: 10.1097/00001888-200604000-00009
Al-Qahtani AAY, Higgins SE. Effects of traditional, blended and e-learning on students' achievement in higher education. J Comput Assist Learn. 2013; 29(3): 220-234. DOI: 10.1111/j.1365-2729.2012.00490.x
Montero-Marín J, Piva Demarzo MM, Stapinski L, Gili M, García-Campayo J. Perceived stress latent factors and the burnout subtypes: a structural model in dental students. PLoS One. 2014; 9(6): e99765. DOI: 10.1371/journal.pone.0099765
Kuh GD. What student affairs professionals need to know about student engagement. J Coll Stud Dev. 2009; 50(6): 683-706. DOI: 10.1353/csd.0.0099
Casanova-Valencia SA, Hurtado-Ramírez JR, González-Samaniego A. Implementación de la Escala de Motivación Académica (EMA) en estudiantes universitarios de México. Revista de la Facultad de Contaduría y Ciencias Administrativas. 2023; 8(16): 34-41. https://rfcca.umich.mx/index.php/rfcca/article/view/197/177
Deci EL, Ryan RM. The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000; 11(4): 227-268. DOI: 10.1207/S15327965PLI1104_01
Masten AS. Ordinary magic. Resilience processes in development. Am Psychol. 2001; 56(3): 227-238. DOI: 10.1037/0003-066X.56.3.227
Werner EE. Journeys from childhood to midlife: risk, resilience, and recovery. Pediatrics. 2004; 114(2): 492. DOI: 10.1542/peds.114.2.492a
Zimmerman BJ, Schunk DH (eds). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer, 1989. DOI: 10.1007/978-1-4612-3618-4
Bandura A. Self-efficacy: The exercise of control. New York: Freeman, 1997.
Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach. 2011; 33(5): e242-262. DOI: 10.3109/0142159X.2011.558539
Miquelon P, Vallerand RJ. Goal motives, well-being, and physical health: An integrative model. Can Psychol. 2008; 49(3): 241-249. DOI: 10.1037/a0012759
Deci EL, Ryan RM. Handbook of self-determination research. Rochester, NY: University of Rochester Press; 2002. https://archive.org/details/handbookofselfde0000unse
Vansteenkiste M, Lens W, Deci EL. Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist. 2006; 41(1): 19-31. DOI: 10.1207/s15326985ep4101_4
Niemiec CP, Ryan RM. Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory Res Educ. 2009; 7(2): 133-144. DOI: 10.1177/1477878509104318
Parker JDA, Summerfeldt LJ, Hogan MJ, Majeski SA. Emotional intelligence and academic success: examining the transition from high school to university. Pers Individ Diff. 2004; 36(1): 163-172. DOI: 10.1016/S0191-8869(03)00076-X
Lerner RM, Lamb ME. Handbook of child psychology and developmental science. 7th ed. Vol. 3: Socioemotional processes. Hoboken, NJ: Wiley; 2015. https://books.google.com.mx/books/about/Handbook_of_Child_Psychology_and_Develop.html?id=LNu5BgAAQBAJ&redir_esc=y
Richardson M, Abraham C, Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychol Bull. 2012; 138(2): 353-387. DOI: 10.1037/a0026838
Alkire S, Chen L. Global health and moral values. Lancet. 2004; 364(9439): 1069-1074. DOI: 10.1016/S0140-6736(04)17063-3
Diaz Cribillero KM, Torres Restan CE. Asociación entre la satisfacción del paciente y la motivación académica de los estudiantes de Odontología de pregrado en un centro de salud de una universidad privada de Lima, Perú. (Tesis: Cirujano Dentista). Lima: Universidad Peruana de Ciencias Aplicadas; 2021. 42 p. http://hdl.handle.net/10757/657121
Pournaghi Azar F, Alizadeh Oskoee P, Ghaffarifar S, Vahed N, Shamekhi S. Association between academic motivation and burnout in dental students at the Tabriz University of Medical Sciences: A longitudinal study. Res Dev Med Educ. 2020; 9(1): 14. DOI: 10.34172/rdme.2020.014
Zúñiga-Mogollones M, Ferri-Sánchez G, Baltera-Zuloaga C. Evaluación de la motivación académica tras implementar simulación háptica en estudiantes de primer año de la Universidad San Sebastián, en Santiago de Chile. FEM: Revista de la Fundación Educación Médica. 2018; 21(3): 137-141. DOI: 10.33588/fem.213.946
Guay F, Ratelle CF, Roy A, Litalien D. Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learn Individ Differ. 2010; 20(6): 644-653. DOI: 10.1016/j.lindif.2010.08.001
Ríos-Risquez MI, García-Izquierdo M, Sabuco-Tebar EA, Carrillo-Garcia C, Solano-Ruiz C. Connections between academic burnout, resilience, and psychological well-being in nursing students: A longitudinal study. J Adv Nurs. 2018; 74(12): 2777-2784. DOI: 10.1111/jan.13794
Lempp H, Seale C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching. BMJ. 2004; 329(7469): 770-773. DOI: 10.1136/bmj.329.7469.770
Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach. 2011; 33(12): 978-982. DOI: 10.3109/0142159X.2011.599896
Tinto V. Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press; 1993. https://archive.org/details/leavingcollegere0000tint/page/n261/mode/2up
Kuh GD, Cruce TM, Shoup R, Kinzie J, Gonyea RM. Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education. 2008; 79(5): 540-563. DOI: 10.1080/00221546.2008.11772116
Revista Odontológica Mexicana por Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional.
Basada en una obra en http://revistas.unam.mx/index.php/rom.