The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students.
- Author:
Yeonhee SO
1
Author Information
1. Department of Education, Kyungnam University, Masan, Korea. yukgam91@kyungnam.ac.kr
- Publication Type:Original Article
- Keywords:
Achievement Goal Orientation;
Self-efficacy;
Course Interests;
Academic Achievement
- MeSH:
Achievement;
Humans;
Learning;
Orientation;
Students, Medical;
Students, Premedical;
Weights and Measures
- From:Korean Journal of Medical Education
2008;20(1):37-49
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.
