Relationship between learning motivation and academic performance among medical undergraduates in emergency remote teaching / 中华医学教育探索杂志

Objective:To investigate the relationship between foreign language learning motivation and academic performance of medical students in emergency remote teaching.Methods:A total of 131 medical undergraduates from the Batch 2018 participated in this study. The motivation part in the "motivated strategies for learning questionnaire (MSLQ)" was used to test students' learning motivation. SPSS 27.0 was used for statistical analysis. Spearman correlation coefficient was used to describe the correlation between learning motivation and academic performance. Non-parametric Mann-Whitney U test was adopted to compare differences between students with different characteristics. Results:①There were strong positive correlations between learning beliefs, self-efficacy, goal orientation, and task value pairwise; ②self-efficacy and goal orientation were found to have significant positive correlations with academic achievement; ③the differences in self-efficacy and learning goals between high-achieving and low-achieving groups were statistically significant; ④there was no statistical difference in learning motivation between different gender groups.Conclusion:Under the background of online learning, self-efficacy should be strengthened for English learning, making learning goals that focus on deep learning and improving the value of learning tasks and learning beliefs.

Analysis of the influence of learning engagement, interactive behavior and learning motivation on learning effect on online learning of Physiology course / 中华医学教育探索杂志

Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.

Analysis of study situation of medical students in Shanghai / 中华医学教育探索杂志

Objective:To analyze the study situation of medical students in Shanghai and provide references for the improvement of teaching quality.Methods:With comprehensive questionnaires including simple learning motivation scale, we surveyed 4 054 medical students on campus in four colleges in Shanghai through cluster sampling method about their study situation including study motivations, attitudes, records and their expectations, and compared them in different groups.Results:The intensity of study motivations of the whole medical students in Shanghai was mainly medium, and the percentage was 62.3% (2 525/4 054). Their self-appraised study attitudes were generally more assiduous and medium with the percentages of 41.2% (1 669/4 054) and 36.5% (1 478/4 054). Their study expectation were generally good and excellent, and the percentages were 34.6% (1 401/4 054) and 27.8% (1 126/4 054). Their study records were generally good and qualified, and the percentages were 40.1% (1 625/4 054) and 37.0% (1 502/4 054). There was statistical significance in different groups except the motivations in different genders, and there were significant differences in records among different medical students with different motivations, attitudes and expectations.Conclusion:Medical students in Shanghai generally have moderate level of study motivations, more assiduous attitudes, good records and expectations. The detailed analyses in different groups provide basis for comparison of different teaching levels in colleges and different students' learning situations.

The Impact of Self-regulated Learning Ability on Learning Persistence Intention in Freshmen in Nursing College: Focusing on the Mediating Effects of Learning Motivation / 한국간호교육학회지

PURPOSE: The purpose of this study was to examine the effects of self-regulated learning ability of freshmen in nursing college on the learning persistence intention, and to determine if their learning motivation meditates the relationship between them. METHODS: The study design was based on descriptive research. Data were collected from 146 nursing freshmen studying at a university in D city from June 5, 2017 to June 7, 2017. RESULTS: There was a positive correlation among learning persistence intention, self-regulated learning ability (r=.57, p<.001) and learning motivation (r=.60, p<.001). Also, it was found that learning motivation was positively correlated with self-regulated learning ability (r=.79, p<.001). According to the Sobel test results, the learning motivation had a complete mediating effect (β=.39, p<.001) between self-regulated learning ability and learning persistence intention (Z=3.63, p<.001). CONCLUSION: Therefore, this study suggests developing a learning motivation program to improve self-regulated learning ability and learning persistence intention of nursing students during their freshman year.

Relationships between milk consumption and academic performance, learning motivation and strategy, and personality in Korean adolescents

BACKGROUND/OBJECTIVES: A healthy diet has been reported to be associated with physical development, cognition and academic performance, and personality during adolescence. This study was performed to investigate the relationships among milk consumption and academic performance, learning motivation and strategies, and personality among Korean adolescents. SUBJECTS/METHODS: The study was divided into two parts. The first part was a survey on the relationship between milk consumption and academic performance, in which intakes of milk and milk products and academic scores were examined in percentiles among 630 middle and high school students residing in small and medium-sized cities in 2009. The second part was a survey on the relationships between milk consumption and learning motivation and strategy as well as personality, in which milk consumption habits were collected and Learning Motivation and Strategy Test (L-MOST) for adolescents and Total Personality Inventory for Adolescents (TPI-A) were conducted in 262 high school students in 2011. RESULTS: In the 2009 survey, milk and milk product intakes of subjects were divided into a low intake group (LM: ≤ 60.2 g/day), medium intake group (MM: 60.3-150.9 g/day), and high intake group (HM: ≥ 151.0 g/day). Academic performance of each group was expressed as a percentile, and performance in Korean, social science, and mathematics was significantly higher in the HM group (P < 0.05). In the 2011 survey, the group with a higher frequency of everyday milk consumption showed significantly higher "learning strategy total," "testing technique," and "resources management technique" scores (P < 0.05) in all subjects. However, when subjects were divided by gender, milk intake frequency, learning strategy total, class participation technique, and testing technique showed significantly positive correlations (P < 0.05) in boys, whereas no correlation was observed in girls. Correlations between milk intake frequency and each item of the personality test were only detected in boys, and milk intake frequency showed positive correlations with "total agreeability", "organization", "responsibility", "conscientiousness", and "intellectual curiosity" (P < 0.05). CONCLUSION: Intakes of milk and milk products were correlated with academic performance (Korean, social science, and mathematics) in Korean adolescents. In male high school students, particularly, higher milk intake frequency was positively correlated with learning motivation and strategy as well as some items of the personality inventory.

An investigation and analysis of learning motivation and innovation ability of eight-year program medical students in military academy / 中华医学教育探索杂志

Objective To understand the learning motivation and innovation ability of eight-year program medical students in military Academy.Methods 57 students of six,eight grade of a military medical 8-year program were selected as the research object,among whom,there were 56 effective subjects (six grade 25,eight grade 31).The learning motivation scale,Williams' innovation ability scale and self-compiled questionnaire were used and in the form of questionnaire the students' learning motivation and innovation ability were analyzed.Results Among the medical students of eight-year program,the number of the low level of learning motivation was 7(12.5％),the number of medium was 43 (76.8％),the number of higher was 6(10.7％);Innovation ability overall score was (68.48 ± 5.466),four dimensions score of imagination,curiosity,adventure and challenge did not have statistical significance (F=2.254,P=2.254).The curious dimension score of grade six [(71.05 ± 8.035)] was higher than grade eight [(66.97 ± 6.585)],and there was statistical difference (t=2.086,P=0.042).Most of the students just had long-term goals for the future planning (35,62.5％).There were 27 (48.2％) students expecting good grades and 21(37.5％) expecting excellent grades.The number of the students who thought their innovation ability was higher was 28 (50.0％) and who thought their innovation ability was general was 27(48.2％).There were 82.1％ students whose motivation for an examination was mainly to improve their own quality,67.9％ of the students for contributing to the country.Conclusion The level of learning motivation and innovation ability of eight-year program medical students in military academy are more appropriate,but their innovation ability level is not ideal.The teaching reform should be deepened to further improve the students' learning motivation and innovation ability level.

Study on the correlation between family factors and learning motivation of students in Xinjiang medical universities / 中华医学教育探索杂志

Objective To analyze the relationship between family factors and learning motivation of students in Xinjiang Medical University so as to provide scientific basis for promoting the medical undergraduates' learning motivation in the future.Method From April to June in 2014,using stratified cluster random sampling,2 000 college students from Xinjiang Medical University were surveyed by family factors and learning motivation questionnaire,and 1954 effective questionnaire were recycled.SPSS 17.0 was used to analyze the data,T test and variance analysis were conducted to the single factor and multiple linear regression analysis was made to multiple factors.Results All dimensions of 1 954 medical students' learning motivation shown were average,and the score of fear of failure was the lowest (2.82 ± 1.01).There were statistically significant differences in the scores of multiple dimensions of learning motivation of the medical students of different gender,nationality and grade (P＜0.05).And the scores in learning motivation in multiple dimensions of the medical students of different types of accounts,different family relationships,and different parental education level and whether they were the only child also had statistically significant difference (P＜0.05).Multi factor analysis showed that learning motivation,family account type,grade,gender,race,whether they were poor students and family relationships were the factors influencing the learning motivation of medical students.Conclusion Family factors have a great influence on the generation and maintenance of medical students' learning motivation,and it is necessary to change the poor education environment of the family,so as to interfere the students' learning motivation.

Effects of nursing students' experience of being praised on their learning motivation / 医学教育

<p>Objective: The present study involving nursing students aimed to examine the effects of their experience of being praised on their learning motivation.</p><p>Methods: A scale to assess their experience of being praised was developed based on the findings of previous studies, and a questionnaire survey was conducted involving nursing students.</p><p>Results: A factor analysis was conducted, and the following two factors: "praise for individuals" (α=.93) and "praise for behaviors" (α=.89), were extracted. The effects on students' learning motivation were examined, and the results suggest that nursing students with much experience of being praised for their behaviors were spontaneously motivated to learn, and their extrinsic motivation was low.</p><p></p><p>Discussion: The experience of being praised effectively motivates nursing students to learn. To help students become spontaneously motivated to learn, it is necessary to assess students with more emphasis on their behaviors.</p>

The Effects of Case-Based Learning (CBL) on Learning Motivation and Learning Satisfaction of Nursing Students in a Human Physiology Course

PURPOSE: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. METHODS: The development and application of CBL scenarios was conducted from February to June, 2013. Nursing students (n=142) who registered for a human physiology course were assigned into either a control or CLB group. The control group received traditional lectures for 14 weeks. The CBL group received the same 14-week lectures and an additional 5 CBL sessions. The learning motivation and satisfaction were measured by questionnaires at the beginning and the end of the semester. Seven students in the CBL group were randomly selected for a focus-group interview. Quantitative data were analyzed by chi2-test and t-test, and qualitative data were analyzed by content analysis. RESULTS: The learning motivation and learning satisfaction were not significantly different between the two groups. However, 59% of the CBL group answered with a positive impression on the CBL approach as it helped them to feel a sense of achievement, excitement, to form their identity as nursing students, and so on. CONCLUSION: These findings suggest that the CBL could be a challenging but useful learning method in a physiology course for nursing students. Further studies with guidance, such as instructors' questions and feedback design are needed to utilize CBL more effectively.

Investigation of nurses′learning motivation and learning satisfaction with continued education and the influencing factors / 现代临床护理

Objective To investigate nurses′ learning motivation and learning satisfaction with continued education and analyze its influencing factors. Method One hundred and seventy-nine nurses were enrolled in the survey and the general information questionnaire, education participation scale and continuing education learning satisfaction scale were used in the investigation. Results The average score by nursing education participation scale was (3.26 ± 0.59), and that of continuing education learning satisfaction scale was (2.74 ± 0.48). There were statistically significant differences in age, length of employment, professional title, marital status, employment mode between the scores by the two scales (P < 0.01). Conclusions Nurses′ learning motivation and learning satisfaction with continuing education are in the medium level. Pertinent guidance such as bringing continuing education in depth and width is suggested to improve satisfaction and motivations of nurses.

The analysis of surgical nurses' learning motivation of attending continuing nursing education / 中国实用护理杂志

Objective To describe surgical nurses' learning motivation of attending continuing nursing education (CNE) and to analyze influencing factors of learning motivation.All of these would be reference for managers of hospitals and administrative department to improve the quality of CNE and make related policy.Methods 140 surgical nurses from one general hospital were recruited to fill a questionnaire of demographic data of participants and revised Education Participation Scale (EPS).Results The score of EPS of surgical nurses was (89.26±13.67),the first dimension was professional advancement,followed by serving society,learning interest,social relation,external expectations and escape/stimulation.The score of EPS of nurses who were younger than 35 years old,single,no administrative posts was higher than nurses who were older than 35 years old,married or in administrative position.Education level,working life,professional ritle,financial resources and numbers participating in CNE in recent 1 year made some differences for EPS score.Conclusions The score of EPS of surgical nurses was at middle level,factors affecting EPS were different.The managers should take interventions to improve the motivation of attending CNE according to nurses' characters in order to increase the professional level and nursing quality of nurses.

The effects of high-fidelity simulation training on academic self-efficacy and learning motivation in undergraduate nursing students / 中国实用护理杂志

Objective To evaluate the effects of high-fidelity simulation training on academic selfefficacy and learning motivation in undergraduate nursing students.Methods 84 undergraduate nursing students were randomized into the control group and the intervention group,nursing students in the control group received traditional health assessment training,while nursing students in the intervention group received health assessment training by high-fidelity simulator.The effects were evaluated by academic self-efficacy,learning motivation and skill performance in undergraduate nursing students.Results There were significant differences on academic self-efficacy,learning motivation and skill performance in undergraduate nursing students between the two groups.Conclusions High-fidelity simulation training can effectively enhance undergraduate nursing students’ academic self-efficacy,learning motivation and skill performance.It is proved to be helpful for competence development in clinical practice.

Learning motivation inspiration and maintainance of the hospital staff in the construcation of learning hospital / 中华医学教育探索杂志

Construction of learning-oriented hospital must establish a clear goal,and under the guidance of the target,comrehensive mearures of whole advancement must be adopted and staffs study must be emphasized according to their different needs to motivate them,and meanwhile incentive mechanism should be established to realize the benign circulation and sustainable development of construction of learning-oriented hospital.

A survey on learning motivation of general practice residents in standardized training in Shanghai's three-year standardized training / 中华全科医师杂志

A questionnaire survey on learning motivation of standardized training and influence factors was carried out and 94 residents of general practice responded. The results indicated that over 80% respondents showed a positive attitude to study and hoped to obtain opportunity for continuing education;76% thought the training program was basically rational but still need to be improved; 94% felt that the training model should be adapted to the real conditions and work requirements of Chinese community health centers. The authors suggest some measures to improve the training including suitable textbooks, more rational training programs and further improvement of education system.

Investigation of current status of learning motivation of the high vocational nursing students and analysis of its influencing factors / 中国实用护理杂志

Objective To understand the current status of learning motivation of high vocational nursing students, In order to increase their learning effect and teach quality. Methods 334 high vocational nursing students were investigated with college students learning motivation questionnaire, the results underwent analysis. Results High vocational nursing students had low learning motivation, their learning motivation was diversified. Significant difference existed between top students and low students. Conclusions High vocational nursing students had weak learning motivation, and is not related with grades and source places. It had individual orientation and utility color, but low social property. Learning motivation is an important factors for academic achievement.

The Learning Motivation Improvement Program in Children with Attention-Deficit Hyperactivity Disorder(ADHD)

OBJECTIVES: Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. METHOD: The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity(reading, writing, and math), and children's self-esteem. We conducted the program twice a week(total 10 sessions) and assessed learning motivation, learning attitude, self-esteem, academic performance, and problem behaviors of participating children. RESULTS: After the program, teachers reported improvement in learning motivation. In addition, parents notified significant reduction of problem behaviors. Children reported improvement in a few domains of learning motivation and learning attitude. CONCLUSION: While learning motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The learning motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

A Study on Development of Web-Based Learning Program with Multimedia ECG Monitoring and It's Application / 대한의료정보학회지

The aim of this study was to develop and evaluate a web-based learning program with multimedia ECG monitoring for clinical nurses. For this, we compared the self-directed, web-based learning method with the traditional lecture method. A quasiexperimental, nonequivalent control group pretest-posttest design was used, the data from 32 nurses(17 for experimental group and 15 for control group) were collected from October 1 to November 30, 2001, and analysed by SPSS program with x2 test, ttest, ANCOVA. The results were as follows : 1) There was significant improvement in the score on learning achievement of the experimental group compared with that of the control group(t=-2.739, p=.010). 2) There was no significant difference between the groups in learning motivation(t=-.054, p=.4785). In conclusion, it is suggested that a higher learning achievement was achieved in self-directed, web-based learning than in the traditional classroom style learning. There was also evidence that two educational styles had same effect in creating motivation. We propose to utilize a self-directed, web-based leaning method as a means to continue life-long education for nurses on a rotational duty system.

Investigation and Analysis on the Learning Motivation and Learning Interest in Topographic Anatomy / 中华医学教育探索杂志

Good learning motivation can improve the learning interest and learning activity,enable students to form good learning habits,and achieve satisfactory effects.This research is to find out the problems of learning motivation and interest in the teaching of topographic anatomy,and provide some psychological evidences for the reform of topographic anatomy teaching.

The Effectiveness of Standardized Patient Managed Instruction in Teaching Foley Catheterization Skills, Communication Skills and Learning Motivation / 기본간호학회지

The main purpose of this study was to develop and evaluate the effectiveness of the standardized patient method in teaching catherization skills, communication skills and students' learning motivation in undergraduate nursing students. The study employed a quasi-experimental method using a non-equivalent control group post-test design. Data were collected over 2 years from August 2000 to September 2001 with 75 sophomore student nurses in one baccaleureate program. The results are summarized as follows; The scores in catheterization skills and communication skills were statistically significantly higher in the experimental group than the control group. Learning motivation score were also statistically significantly higher in the experimental group than the control group. In conclusion, this study suggests that a standardized patients managed instruction which emphasize authenticity and contex- tualization is very effective in teaching nursing students, the mastery and application of nursing skills, and the utilizing therapeutic communication skills. It is recommended that more standardized patients cases be developed for wider areas of nursing education and this study be replicated with more students using a longitudinal design.

Analysis of the Causes and Countermeasures of Insufficient Learning Motivation among Students in Science and Engineering in Medical Colleges / 中国医学伦理学

The phenomenon of insufficient learning motivation is universal among college students,yet especially significant among those scientific students in medical colleges.Based on the investigation of learning motivation among students in science and engineering in medical colleges,this paper analyzes the causes of their insufficient learning motivation and comes up with certain countermeasures.