Medical Students’ Educational Adjustment and Motivation Power in Compare With Other Academic Majors: A Prospective Study

Ahmadi, Khodabakhsh; Ashtiani, A Fathi; Ghaffari, Arash; Hossein-Abadi, F. H.

doi:10.3923/jas.2009.1350.1355

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Hence, future research must explore the specific motivation factors that affect success in different majors. Finally, because major selection is affected by not only achievement motivation but also other factors such as personality traits, interest in a major, peer pressure, family pressure, academic competence, major reputation, and job accessibility (Ahmadi et al, 2009; Shekhar & Devi, 2012), future studies can also explore the interactions between different factors to understand the factors of major selection and their effect on the students' subsequent academic performance and career development.…”

Section: Discussionmentioning

confidence: 99%

Academic major satisfaction and regret of students in different majors: Perspectives from Self‐Determination Theory

Hsu

Chi

2021

Psychology in the Schools

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The purpose of this study is to understand the differences in the academic motivation of students majoring in physical education (PE), fine arts, music, and other disciplines, and the effect of academic motivation on major satisfaction and regret. A total of 898 valid questionnaires were collected from students at five universities in Taiwan, including 203 PE, 207 fine arts, 201 music, and 287 other majors (including Social science and Science, Technology, and Engineering). All participants completed questionnaires measuring motivation, academic major satisfaction, and decision regret. The results revealed that the intrinsic motivation of students in PE, fine arts, and music majors was significantly higher than those in other majors. Furthermore, major satisfaction was positively correlated with intrinsic motivation and identified regulation and negatively correlated with external regulation and amotivation. The opposite was true for the relationship between regret and the various motivation types. The research findings can serve as a reference for career counseling in related departments.

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Section: Discussionmentioning

confidence: 99%

Academic major satisfaction and regret of students in different majors: Perspectives from Self‐Determination Theory

Hsu

Chi

2021

Psychology in the Schools

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“…In recent years, the learning motivation of medical students in China has been one of the main practical concerns (Youhao et al, 2019). Due to the vast curriculum content and high pressure to learn, medical students are prone to negative tendencies such as academic dishonesty and cynicism (Ahmadi et al, 2009). In China, medical students face demanding learning tasks and long study periods, which can easily lead to academic stress and affect their learning engagement and emotional experience (Hong et al, 2010;Jiali et al, 2019;Lew et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study

Zhao

Tian

et al. 2021

Front. Psychol.

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Learning motivation is a significant factor that ensures quality in medical education, and might affect the academic performance and well-being of medical students. This study aimed to explore the status of achievement goal orientations among medical students in China and to further identify the association among academic performance, academic well-being, and achievement goal orientations. Data were collected through a cross-sectional, anonymous survey conducted with 3,511 respondents (effective response rate = 81.7%), from four medical universities in China, and demographic factors, achievement goal orientations, academic performance, and academic well-being were assessed. The average score of achievement goal orientations of Chinese medical students suggested a difference in demographic factors, including sex, year of study, experience of leadership cadre, and family income. Both mastery and performance-avoidance goals were associated with academic performance, subjective academic stress, subjective learning adaptability, subjective sleep quality, and subjective well-being. Performance-approach goals were related to academic performance, subjective academic stress, and subjective learning adaptability. The achievement goal orientations of the medical students in this study were at a middle level. The findings emphasize the importance of mastery goals for promoting the academic performance and well-being of medical students. More care and attention toward achievement goal orientations can be beneficial for the improvement of the academic performance and well-being among medical students.

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Exploratory Factor Analysis (EFA) to Examine Learner’s Aesthetic Perceptions and Motivation Through their Aesthetic-Emotions in Informal Visual Environments

Riaz¹,

Ramb²,

Salleh³

et al. 2011

Information Technology J.

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Medical Students’ Educational Adjustment and Motivation Power in Compare With Other Academic Majors: A Prospective Study

Cited by 5 publications

References 13 publications

Academic major satisfaction and regret of students in different majors: Perspectives from Self‐Determination Theory

Academic major satisfaction and regret of students in different majors: Perspectives from Self‐Determination Theory

The Association Among Achievement Goal Orientations, Academic Performance, and Academic Well-Being Among Chinese Medical Students: A Cross-Sectional Study

Exploratory Factor Analysis (EFA) to Examine Learner’s Aesthetic Perceptions and Motivation Through their Aesthetic-Emotions in Informal Visual Environments

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