EFFECT OF MOTIVATION IN LEARNING SUCCESS : A STRUCTURAL EQUATION MODELLING ANALYSIS
- VernacularTitle:СЭДЭЛЖҮҮЛЭЛТ СУРЛАГЫН АМЖИЛТАД НӨЛӨӨЛӨХ БАЙДЛЫГ БҮТЦИЙН ТЭГШИТГЭЛИЙН ЗАГВАР АШИГЛАН СУДЛАХ НЬ
- Author:
Enkhtuul I
1
;
Oyungoo B
1
Author Information
1. Mongolian National University of Medical Sciences
- Publication Type:Journal Article
- Keywords:
Motivation, Good study strategy, structure equation modeling analysis
- From:Innovation
2017;11(4):52-56
- CountryMongolia
- Language:Mongolian
-
Abstract:
BACKGROUND: Learning success is a success of study process. It reveals by how the individual effort, time management, task complement, self-development and self sdutying skills. The GPA is a measurable outcome of those skills above. A motivation is a behavior and psychological complex that affects the skills. Otherwise, it is a process that motivates person by the intrinsic or extrinsic effect to a particular goal. Every student has his own permanent study manners and learning skill. It depends directly by how he motivates himself. Such study is deficient, actually in medical students in Mongolia. Therefore, we aimed to study how motivation effects in medical students learning success.
METHODS: The present study is accomplished among 3-6 grade students who study by a general doctor in Mongolian National University of Medical Science by analytical study method and cross-sectional design. 536 students wer selected randomly. John Biggs’s R-SPQ-2F- Revised study process questionnaire 2 factor and Rein Cornel’s SRQ (Self regulationquistionnaire) and additional 5 questions are used. For the data analysis, IBM SPSS 21.0, SPSS AMOS soft wares are used to evaluate the descriptive and analytic statistics. Statistically significant differences between the groups were defined as p-values less than 0.05.
RESULTS: The total number of students in our research were 536, thereform 23.5% were male (126), 76.5% were female (410) students. Highly GPA students engrained their own study technique because the variable of DS (p<0.01) is positively dependent with the GPA. Whereas the slight motivation (SM) is negativele correlated (p<0.001) with the GPA, therefore the variable of SM is less dependent. The Relactive approach motivation (RAM) is direct, positively dependent between good study strategy (GSS) and grade point average (GPA). Also, the positive learning methods (GSS) both are positively dependent for learning-succession. Although, it is enamored that good study strategy (GSS) are highly indication compared to other variables. Otherwise, GSS is more effective for learning-succession than a grade point average (GPA). If the students can own the right learning skill themselves, they will increase the learning-succession.
CONCLUSION: Relative Autonomous Motivation is positively affects through good study strategy and learning success. Intrinsic motivation is more effective than other variables..
