Self-determined motivation and associated factors among health professions students in distance learning: a cross- sectional study in Morocco

• 영문명: Self-determined motivation and associated factors among health professions students in distance learning: a cross- sectional study in Morocco
• 발행기관: 한국의학교육학회
• 저자명: Aziz Naciri Mohamed Radid Hasnaa Sine Ahmed Kharbach Ghizlane Chemsi
• 간행물 정보: 『Korean Journal of Medical Education』제35권 제1호, 33~43쪽, 전체 11쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2023.03.31

영문 초록

Purpose: Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities. Methods: A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students’ self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students’ self-determined motivation in distance learning activities. Results: Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08-0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16-2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19-2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21-3.80; p<0.001) were the significant factors associated with students’ self-determined motivation in distance learning. Conclusion: This study predicted some factors influencing students’ self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.

목차

Introduction

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Results

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References

키워드

Distance education Health occupations Motivation Nursing students