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The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

OBJECTIVES: This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. METHODS: This was a cross-sectional study. Out of 204 students in a fundamental medical scien...

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Autores principales: Feri, Rose, Soemantri, Diantha, Jusuf, Anwar
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IJME 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5203800/
https://www.ncbi.nlm.nih.gov/pubmed/28035054
http://dx.doi.org/10.5116/ijme.5843.1097
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author Feri, Rose
Soemantri, Diantha
Jusuf, Anwar
author_facet Feri, Rose
Soemantri, Diantha
Jusuf, Anwar
author_sort Feri, Rose
collection PubMed
description OBJECTIVES: This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. METHODS: This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  RESULTS: Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R(2) = 0.042). CONCLUSIONS: Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.              
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spelling pubmed-52038002017-01-04 The relationship between autonomous motivation and autonomy support in medical students’ academic achievement Feri, Rose Soemantri, Diantha Jusuf, Anwar Int J Med Educ Original Research OBJECTIVES: This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. METHODS: This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  RESULTS: Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R(2) = 0.042). CONCLUSIONS: Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               IJME 2016-12-29 /pmc/articles/PMC5203800/ /pubmed/28035054 http://dx.doi.org/10.5116/ijme.5843.1097 Text en Copyright: © 2016 Rose Feri et al. http://creativecommons.org/licenses/by/3.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/
spellingShingle Original Research
Feri, Rose
Soemantri, Diantha
Jusuf, Anwar
The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title_full The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title_fullStr The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title_full_unstemmed The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title_short The relationship between autonomous motivation and autonomy support in medical students’ academic achievement
title_sort relationship between autonomous motivation and autonomy support in medical students’ academic achievement
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5203800/
https://www.ncbi.nlm.nih.gov/pubmed/28035054
http://dx.doi.org/10.5116/ijme.5843.1097
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