E-ISSN 2146-8354
 

Original Research 


Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies

Flemmings Fishani Ngwira, Mary Kamwaza, Sufyan Rashid, Grace Boby, Grace Kadzakumanja.

Abstract
Objective: Research on academic self-regulation suggests that students’ self-efficacy, intrinsic goal orientation, deep approach to learning and organized studying improve students’ academic performance. The primary goal of the study was to investigate the extent to which students perceive their motivational beliefs and their self-regulated learning strategy use, and examine the relationship between the two constructs; motivational beliefs and self-regulated learning strategies.
Methods: A sample of 205 first year students (121 males and 84 females) from College of Medicine in Malawi responded to a 5-point Likert-type scale questionnaire assessing their self-efficacy, intrinsic goal orientation and learning strategies. Data were analyzed using IBM® SPSS® Statistics, version 20.
Results: Compared with learning strategies, students reported higher levels of motivational beliefs; self-efficacy (M = 4.37, SD = 0.64); intrinsic goal orientation (M = 4.09, SD = 0.68). Male students had higher levels of intrinsic goal orientation than their female counterparts (p < 0.05), and first-generation students had higher levels of deep strategy than non-first-generation students (p < 0.05). Linear regression results indicate that both self-efficacy and intrinsic goal orientation positively predicted deep learning strategies (self-efficacy: β = 0.21; intrinsic: β = 0.41), meta-cognitive strategies (self-efficacy: β = 0.30; intrinsic: β = 0.38), and resource management (self-efficacy: β = 0.25; intrinsic: β = 0.26).
Conclusion: The results suggest that first year medical and allied health students possess intrinsically strong motivational beliefs and that these beliefs have an important impact on their deep learning approach and organized studying. Possible implications of the results and recommendations for future research are discussed.

Key words: self-efficacy, intrinsic goal orientation, cognitive learning strategy, resource management, deep learning approach


 
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Pubmed Style

Ngwira FF, Kamwaza M, Rashid S, Boby G, Kadzakumanja G, . Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. J Contemp Med Edu. 2019; 9(1): 1-11. doi:10.5455/jcme.20181013060753


Web Style

Ngwira FF, Kamwaza M, Rashid S, Boby G, Kadzakumanja G, . Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. http://www.jcmedu.org/?mno=12564 [Access: March 21, 2019]. doi:10.5455/jcme.20181013060753


AMA (American Medical Association) Style

Ngwira FF, Kamwaza M, Rashid S, Boby G, Kadzakumanja G, . Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. J Contemp Med Edu. 2019; 9(1): 1-11. doi:10.5455/jcme.20181013060753



Vancouver/ICMJE Style

Ngwira FF, Kamwaza M, Rashid S, Boby G, Kadzakumanja G, . Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. J Contemp Med Edu. (2019), [cited March 21, 2019]; 9(1): 1-11. doi:10.5455/jcme.20181013060753



Harvard Style

Ngwira, F. F., Kamwaza, M. ., Rashid, S. ., Boby, G. ., Kadzakumanja, G. . & (2019) Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. J Contemp Med Edu, 9 (1), 1-11. doi:10.5455/jcme.20181013060753



Turabian Style

Ngwira, Flemmings Fishani, Mary Kamwaza, Sufyan Rashid, Grace Boby, Grace Kadzakumanja, and . 2019. Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. Journal of Contemporary Medical Education, 9 (1), 1-11. doi:10.5455/jcme.20181013060753



Chicago Style

Ngwira, Flemmings Fishani, Mary Kamwaza, Sufyan Rashid, Grace Boby, Grace Kadzakumanja, and . "Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies." Journal of Contemporary Medical Education 9 (2019), 1-11. doi:10.5455/jcme.20181013060753



MLA (The Modern Language Association) Style

Ngwira, Flemmings Fishani, Mary Kamwaza, Sufyan Rashid, Grace Boby, Grace Kadzakumanja, and . "Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies." Journal of Contemporary Medical Education 9.1 (2019), 1-11. Print. doi:10.5455/jcme.20181013060753



APA (American Psychological Association) Style

Ngwira, F. F., Kamwaza, M. ., Rashid, S. ., Boby, G. ., Kadzakumanja, G. . & (2019) Medical and allied health Students’ self-regulated learning: the interplay between motivational beliefs and learning strategies. Journal of Contemporary Medical Education, 9 (1), 1-11. doi:10.5455/jcme.20181013060753





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