An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

Alrakaf, Saleh; Anderson, Claire; Coulman, Sion; John, David; Tordoff, June; Sainsbury, Erica; Rose, Grenville; Smith, Lorraine

doi:10.5688/ajpe79335

Cited by 8 publications

(5 citation statements)

References 35 publications

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“…In fact, it is well acknowledged that pharmacy students exhibit an overall preference for the mastery-approach goal orientation and demonstrate substantial intrinsic motivational characteristics. 35,36 Pharmacy students are meta-cognitively aware of their motivation to learn and selfregulate their learning, and, as such, they highly value their learning behaviors. performing students with an opportunity to excel and be rewarded accordingly, an opportunity that was clearly unexploited through the flipped exam.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

Saba

Metry

Lucas

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To assess final-year pharmacy students' performance and evaluate their experience in a "flipped exam" versus a "traditional exam" for an advanced clinical pharmacy course.Methods. The students devised the multiple choice questions that comprised the flipped exam. Biggs revised 2-factor Study Process Questionnaire was administered before and after the exam to assess any possible changes in the students' perceptions of their level of engagement in the learning process. Focus groups discussions were also conducted to further gauge the students' feedback and insights into the flipped examination experience.Results. Changes in mean total study process scores, at the deep and surface levels of learning, were statistically significant. The flipped exam experience was enjoyable, facilitated a less-stressful learning environment, and improved the students' learning satisfaction, knowledge, and assessment marks. Conclusion. The flipped exam model represents an innovative instructional approach that, ifpedagogically designed and implemented, could potentially bring about significant educational gains.

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Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

Saba

Metry

Lucas

et al. 2019

American Journal of Pharmaceutical Education

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“…The findings suggest that mastery-approach students would adopt self-reflection strategies at higher rates than performance-approach students. A similar pattern was found in a study of motivational orientations in pharmacy students and their exam scores on multiple-choice and short-essay exams [57]. Findings indicated that the masteryapproach orientation correlates with higher scores on essay exams, while performance-avoidance orientations correlate with lower scores on either exam type.…”

Section: Major Findings From the Theories -Tying Motivational Constru...supporting

confidence: 76%

A Narrative Literature Review: The Interplay of Motivational Theory and Cognition in STEM Education

Struck Jannini,

Menekse

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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In this research paper, we conducted a literature review to see how STEM education researchers have used motivational theory and correlated constructs from these theories to students' cognition. Using motivational theories helps researchers conceptualize a complex psychological construct and categorize students' motivational orientations. Determining the usefulness of each orientation is often established through measures of cognition, with correlations that can be made between the two. While these types of studies are common in fields such as education and psychology, their use in undergraduate STEM education is lagging. Understanding the current state of motivational theory research within STEM education would help researchers know the major conclusions made and what future contributions should focus on. This review was narrative and seeks to synthesize findings from articles to create important and useful discussion points. For this review, we highlighted three motivational theories: self-determination theory, expectancy-value theory, and achievement goal theory. These three were the focus of this review as they are the more widely used and well-established motivational theories. From our review, we found that research using self-determination theory focused on autonomy and how to improve feelings of autonomous motivation in students to increase cognition. Researchers using expectancy-value theory were more balanced in their investigations, focusing on how both student expectations and values play a part in student cognition. For researchers using achievement goal theory, the focus was on the benefits of both mastery-and performance-based orientations and the use of multiple goal perspectives. Related to measuring cognition, we note that different measurements of achievement can make comparisons across projects difficult; as such, researchers should consider the best measurement for their specific goals and questions. From an engineering-specific context, we suggest that researchers attempt to develop and implement motivation-focused interventions to see the effects on students' motivational mindsets and cognitive abilities, as well as investigate how departmental or students' familial cultures affect their motivational orientations.

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“…4,5 Additionally, types of achievement goal setting, emotional intelligence, and most recently, grit, have been suggested as possible contributing factors to academic performance in pharmacy students. [35][36][37][38][39] A determination of how personality affects academic performance is useful in the context of these varied nonperformance-based factors.…”

Section: Discussionmentioning

confidence: 99%

Student Personality Style and First-Year Academic Performance in a Doctor of Pharmacy Program

Wietholter

Maynor

Clutter

2020

American Journal of Pharmaceutical Education

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Objective. To evaluate whether the personality styles of Doctor of Pharmacy (PharmD) students as determined by the DiSC assessment are associated with students' cumulative grade point average (GPA) or with academic penalties imposed in the first year of a PharmD program. Methods. All incoming PharmD students that provided informed consent and completed the DiSC personality assessment were included in the study. Participants provided demographic data and forwarded their electronic DiSC assessment results to study investigators upon completion. Relevant academic data were collected at the end of each semester. Results. The overall response rate for the classes of 2019-2022 was 95.6%. No significant associations were found when comparing personality styles as defined by the DiSC assessment and cumulative GPA at the end of the first year. Additionally, no associations were noted when comparing students' personality style and semester GPA or academic penalties received. Conclusion. Understanding factors that contribute to students' academic success can aid in early identification of students who are likely to succeed and of students who may benefit from early academic intervention. While no significant associations were found in the first-year of the curriculum, continued evaluation will be conducted to determine the impact of personality style on students' overall academic performance beyond the first year of the PharmD curriculum.

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An International Comparison Study of Pharmacy Students’ Achievement Goals and their Relationship to Assessment Type and Scores

Cited by 8 publications

References 35 publications

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

Evaluation of a Flipped Examination Model Implemented in a Final-Year Undergraduate Pharmacotherapeutics Course

A Narrative Literature Review: The Interplay of Motivational Theory and Cognition in STEM Education

Student Personality Style and First-Year Academic Performance in a Doctor of Pharmacy Program

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