Learning in Medical School: Relationships Among Achievement Goals and Approaches to Learning in Three Classes of Medical Students
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.
Medical students--Psychology, Achievement motivation--Testing, Learning strategies--Testing, Learning, Psychology of--Testing
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