Fitting a Model to Students' Cognitive Engagement: A Step towards Accountable Education in Medical Education

Autor/inn/en	Mehrdadian, Parisa; Rabiei, Mehdi; Khosrorad, Razieh
Titel	Fitting a Model to Students' Cognitive Engagement: A Step towards Accountable Education in Medical Education
Quelle	In: Journal of Educational Psychology - Propositos y Representaciones, 9 (2021), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mehrdadian, Parisa) ORCID (Rabiei, Mehdi) ORCID (Khosrorad, Razieh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2307-7999
Schlagwörter	Medical Education; Accountability; Medical Students; Learner Engagement; Student Motivation; Self Concept; Foreign Countries; Achievement Need; Correlation; Iran; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Verantwortung; Schulische Motivation; Selbstkonzept; Ausland; Korrelation
Abstract	Introduction: Motivation is one of the most important effective factors in learning. It can lead to long-lasting learning in connection with identity. Creating an appropriate setting for development and actualization of students with different Scientific, social and cultural abilities is one of the accountable education package's The Health System Evaluation Plan. Whereas emotion regulation and management is one of the important needs of students and empowering them in this field is a necessity. Method: Present study is a kind of non-experimental design. To speak more precisely, it is a type of correlations design which has analyzed a structural pattern of variables relationship, done in 2016 in Sabzevar university of medical Sciences, 720 students were selected using multistage cluster sampling as the sample group and employed Berzonsky's identity style Inventory (ISI-3), achievement goals scale of Midgley et al (PALS), and motivated strategies for learning questionnaire (MSLQ). Data was analyzed using path analysis. Results: Informational identity style has both direct and indirect effect (through the intervening role of mastery goals) on cognitive engagement (P<0.01). Normative identity style has an effect. The path from diffuse-avoidant identity style to performance-avoidance goals was excluded from fitted model, fitted model predicts 41% of cognitive engagement. Conclusion: In order to improve learning, cognitive engagement (mental efforts) can be targeted using motivational and identity variables. (As Provided).
Anmerkungen	Universidad San Ignacio de Loyola S.A. Avenue La Fontana 550, Urbanizacion San Cesar de La Molina, Lima 12, Peru. Tel: 511-317-1000, Ext. 3139; e-mail: propositosyrepresentaciones@usil.edu.pe; Web site: http://revistas.usil.edu.pe/index.php/pyr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01