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- Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
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Sun Kim
, A Ra Cho, Chul Woon Chung - J Educ Eval Health Prof. 2022;19:32. Published online November 28, 2022
- DOI: https://doi.org/10.3352/jeehp.2022.19.32
- 2,474 View
- 155 Download
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Abstract
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Supplementary Material - This study aimed to find the self-directed learning quotient and common learning types of pre-medical students through the confirmation of 4 characteristics of learning strategies, including personality, motivation, emotion, and behavior. The response data were collected from 277 out of 294 target first-year pre-medical students from 2019 to 2021, using the Multi-Dimensional Learning Strategy Test 2nd edition. The most common learning type was a self-directed type (44.0%), stagnant type (33.9%), latent type (14.4%), and conscientiousness type (7.6%). The self-directed learning index was high (29.2%), moderate (24.6%), somewhat high (21.7%), somewhat low (14.4%), and low (10.1%). This study confirmed that many students lacked self-directed learning capabilities for learning strategies. In addition, it was found that the difficulties experienced by each student were different, and the variables resulting in difficulties were also diverse. It may provide insights into how to develop programs that can help students increase their self-directed learning capability.
Research article
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How dental students’ course experiences and satisfaction of their basic psychological needs influence passion for studying in Chile
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Cesar Orsini
, Jorge Tricio, Doris Tapia, Cristina Segura - J Educ Eval Health Prof. 2019;16:37. Published online November 29, 2019
- DOI: https://doi.org/10.3352/jeehp.2019.16.37
- 9,882 View
- 258 Download
- 10 Web of Science
- 6 Crossref
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Abstract
PDFSupplementary Material
- Purpose
This study aimed to determine how the general course experiences of dental students in Chile and the satisfaction or frustration of their basic psychological needs influenced their passion for studying, and how passion influenced students’ study strategies.
Methods
A correlational cross-sectional study was conducted at 3 Chilean dental schools between April and June 2018, in which 935 undergraduate students participated. Students responded to Spanish-language versions of 4 psychological scale tools: the Course Experience Questionnaire, the Basic Psychological Needs Satisfac¬tion and Frustration Scale, the Passion Scale, and the Revised Study Process Questionnaire. Data were analysed with bivariate correlations and structural equation modelling, controlling for age, gender, year of study, and type of university.
Results
Students’ general course experiences (i.e., good teaching, clear goals and standards, appropriate assessment, and appropriate workload) positively predicted basic need satisfaction and negatively predicted need frustration. Need satisfaction positively predicted passion in students, with stronger scores for harmonious passion. Basic need frustration positively predicted obsessive passion and negatively predicted harmonious passion. Harmonious passion positively predicted deep study strategies and negatively predicted surface study strategies, while obsessive passion positively predicted both deep and surface study strategies.
Conclusion
Dental students’ optimal course experiences positively influenced the satisfaction of their basic psychological needs, which favoured harmonious over obsessive passion. In turn, harmonious over obsessive passion positively influenced deep study strategies. Therefore, efforts should be made to provide course experiences that support students’ basic needs and harmonious passion for studying, both in classroom and chair-side teaching. -
Citations
Citations to this article as recorded by
- Changes in basic psychological needs, passion, and well-being of first-semester graduate students
Hannah S. Appleseth, Lara J. LaCaille, Rick A. LaCaille, Eric E. Hessler, Jennifer O. Liang
Journal of American College Health.2024; 72(9): 3612. CrossRef - Medical student motivation in specialised contexts
Stacey M. Frumm, Sam Brondfield
The Clinical Teacher.2024;[Epub] CrossRef - Fostering university students’ autonomous motivation through a societal impact project: a qualitative study of students’ and teachers’ perspectives
Yuanyuan Zhu, Latifa Abidi, Hans Savelberg, S. Eleonore Köhler, Rashmi A. Kusurkar, Diana Dolmans
BMC Medical Education.2024;[Epub] CrossRef - Emotion regulation, need satisfaction, passion and problematic video game play during difficult times
Jessica Formosa, Julian Frommel, Regan L. Mandryk, Stephanie J. Tobin, Selen Türkay, Daniel Johnson
Behaviour & Information Technology.2024; : 1. CrossRef - Relationship between Psychological Needs and Academic Self-Concept in Physical Education Pre-Service Teachers: A Mediation Analysis
Antonio Granero-Gallegos, Ginés D. López-García, Antonio Baena-Extremera, Raúl Baños
Sustainability.2023; 15(5): 4052. CrossRef - Job crafting and well-being among school principals: The role of basic psychological need satisfaction and frustration
Hiroyuki Toyama, Katja Upadyaya, Katariina Salmela-Aro
European Management Journal.2022; 40(5): 809. CrossRef
- Changes in basic psychological needs, passion, and well-being of first-semester graduate students
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