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Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning in Three Classes of Medical Students

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/13133

Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning in Three Classes of Medical Students

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Title: Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning in Three Classes of Medical Students
Author: DeVoe, Pamela
Advisor(s): Parkes, Jay
Committee Member(s): Osgood, Marcy
Flowerday, Terri
McCarty, Teresita
Department: University of New Mexico. Division of Individual, Family and Community Education
Subject(s): Achievement Goals, Approaches to Learning, Medical Education
LC Subject(s): Medical students--Psychology
Achievement motivation--Testing
Learning strategies--Testing
Learning, Psychology of--Testing
Degree Level: Doctoral
Abstract: Medical student learning behaviors were examined in terms of achievement goals and approaches to learning. First, second, and third year medical students completed a Questionnaire composed of three extant inventories, the Achievement Goals Questionnaire (AGQ), the Metacognitive Awareness Inventory (MAI), and the Approaches to Learning and Studying Inventory (ALSI). Performance and demographic data were analyzed in terms of Questionnaire subscales. Of the three measures, two produced moderate to high reliability values. The MAI produced low reliability values and a high number of EFA factors resulting in discontinuation of analyses for that measure. Students holding mastery-approach achievement goals are more likely to monitor their study, engage in deep learning strategies, manage and organize their study effort. Performance-approach achievement goals are also associated with deep learning strategy, monitoring, organizing, and managing study effort. Performance-avoidance and mastery-avoidance achievement goals are associated with surface learning strategies. Younger students at matriculation and first year students are more likely to hold mastery-avoidance achievement goals. Female students are more likely to manage their study effort and organize their studying. The approach dimension of performance achievement goals showed a positive relationship with medical school GPA while the avoidance dimension showed a negative relationship.
Graduation Date: July 2011
URI: http://hdl.handle.net/1928/13133

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