Volume 16, Issue 3 (2024)
Res Med Edu 2024, 16(3): 51-58 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
sharififard F, asayesh H, asgari A, heidarpour A, haji mohammad hoseini M. Academic Motivation in Paramedical Students of Qom University of Medical Sciences: A Four-year Follow-up. Res Med Edu 2024; 16 (3) :51-58
URL: http://rme.gums.ac.ir/article-1-1442-en.html
URL: http://rme.gums.ac.ir/article-1-1442-en.html
Department Department of Emergency Medicine, Qom University of Medical Sciences, Qom, Iran , mahsa.nmsprg@gmail.com
Abstract: (860 Views)
Introduction: Motivation is an important factor in proper learning and education that affects various aspects of student behavior and performance in educational environments. Therefore, the present study aimed to determine the motivation of paramedical students at Qom University of Medical Sciences over a four-year period.
Methods: This longitudinal survey study was conducted from 2017 to 2020, using a census method, on 76 (out of 81) students of anesthesia, operating room, and emergency medicine at the end of the first, third, fifth, and eighth semesters. The Vallerand Academic Motivation Scale with 28 items and 3 dimensions was completed by the participants. The responses to this scale are rated on a 7-point Likert, with a total score range of 28-196. Given the non-normal distribution of the data on the variable of academic motivation, the median and interquartile range were used to describe the data. The Friedman test was performed to compare academic motivation scores in different years of study. Values less than 0.05 were considered significant.
Results: The median and interquartile range (IQR) of the academic motivation scores of the students participating in this study were 157.5 ± 23.5 in semester one, 146.1 ± 18.2 in semester three, 147 ± 17.8 in semester five, and 138.4 ± 5.3 in semester eight. The results of the Friedman test showed that there was a statistically significant difference between the total academic motivation scores of the students and their subscale scores in the four academic years; as a result, student motivation scores decreased as the academic year progressed.
Conclusion: Based on the findings of this study, the total academic motivation score and the intrinsic and extrinsic subscales of students at the end of the fourth year of study had a significant decrease compared to the first year. Given that paramedics are in contact with patients and vulnerable people, they must be highly motivated during the stage of choosing a major, during their studies, after graduation, and during their employment in order to be able to provide appropriate services. Therefore, policymakers and academic professors should focus all their efforts on maintaining and increasing the motivation of paramedic students.
Methods: This longitudinal survey study was conducted from 2017 to 2020, using a census method, on 76 (out of 81) students of anesthesia, operating room, and emergency medicine at the end of the first, third, fifth, and eighth semesters. The Vallerand Academic Motivation Scale with 28 items and 3 dimensions was completed by the participants. The responses to this scale are rated on a 7-point Likert, with a total score range of 28-196. Given the non-normal distribution of the data on the variable of academic motivation, the median and interquartile range were used to describe the data. The Friedman test was performed to compare academic motivation scores in different years of study. Values less than 0.05 were considered significant.
Results: The median and interquartile range (IQR) of the academic motivation scores of the students participating in this study were 157.5 ± 23.5 in semester one, 146.1 ± 18.2 in semester three, 147 ± 17.8 in semester five, and 138.4 ± 5.3 in semester eight. The results of the Friedman test showed that there was a statistically significant difference between the total academic motivation scores of the students and their subscale scores in the four academic years; as a result, student motivation scores decreased as the academic year progressed.
Conclusion: Based on the findings of this study, the total academic motivation score and the intrinsic and extrinsic subscales of students at the end of the fourth year of study had a significant decrease compared to the first year. Given that paramedics are in contact with patients and vulnerable people, they must be highly motivated during the stage of choosing a major, during their studies, after graduation, and during their employment in order to be able to provide appropriate services. Therefore, policymakers and academic professors should focus all their efforts on maintaining and increasing the motivation of paramedic students.
References
1. Samavi SA, Ebrahimi K, Javdan MJBJoCSiL. Relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. Biquarterly Journal of Cognitive Strategies in Learning 2017;4(7):71-92. [Persian] [DOI:10.22084/j.psychogy.2017.1654]
2. Clark MH, Schroth CA. Examining relationships between academic motivation and personality among college students. Learning and individual differences 2010;20(1):19-24. [DOI:10.1016/j.lindif.2009.10.002]
3. Tamannaifar M, Gandomi Z. Correlation between achievement motivation and academic achievement in university students. Educ Strategy Med Sci 2011;4(1):15-9. [Persian]
4. Banaee E, Pouladi S, Bahreini M, Tahmasebi R. Relationship between Temperament and Academic Motivation of Nursing and Midwifery. Journal of Nursing Education 2020;9(5). [Persian]
5. Wilkesmann U, Fischer H, Virgillito A. Academic motivation of students-the German case: zhb 2012.
6. Izadi S, Jouybari L, Behnampoor N, Taghavi A, Baiky F. Academic motivation and associated factors of the Golestan University of Medical Sciences. DSME 2014;1(2):44-50. [Persian]
7. Kashfi SM, Yazdankhah M, Sedaghat Z, Hajipour A. Educational motivation and some related factors in students of health and nutrition school in Shiraz university of medical sciences. DSME 2017;4(2):50-9. [Persian]
8. Kazemi H, Motahari S. Relationship between early maladaptive schemas and meta-cognitive states in girls and boys studentes. Research in Cognitive and Behavioral Sciences 2013;3(1):11-22. [Persian]
9. Hakim A, Azimi N, Latifi M, Ghalvandi H. Nursing students viewpoints about educational motivation and its related factors in Ahvaz Jundishapur University of Medical Sciences. Res Med Edu 2015;7(1):35-44. [Persian] [DOI:10.18869/acadpub.rme.7.1.35]
10. Kosgeroglu N, Acat MB, Ayranci U, Ozabaci N, Erkal S. An investigation on nursing, midwifery and health care students' learning motivation in Turkey. Nurse Educ Pract 2009;9(5):331-339. [DOI:10.1016/j.nepr.2008.07.003]
11. Talebzadegan M. Investigating the effective factors in the academic achievement of successful third grade female middle school students in Ahvaz. Internal Journal of Khuzestan Research Council 2000;3(1):25-31. [Persian]
12. Kusurkar RA, Ten Cate TJ, Vos C, Westers P, Croiset G. How motivation affects academic performance: a structural equation modelling analysis. Adv in Health Sci Educ 2013;18:57-69. [DOI:10.1007/s10459-012-9354-3]
13. Silva GMCd, Borges AR, Ezequiel OdS, Lucchetti ALG, Lucchetti G. Comparison of students' motivation at different phases of medical school. RevAssoc Med Bras 2018;64:902-908. [DOI:10.1590/1806-9282.64.10.902]
14. Balkıs M. The relationship between academic procrastination and students' burnout. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2013;28(28-1).
15. Bahrani M. A Study of secondary students' academic mitivation and the predictive factors. Social Sciences and Humanities of Shiraz University 2005; 22 (4): 104-115. [Persian]
16. Sarhadi M, Mazloom S, Soltani Nejad S, Arbozia M. The Academic Motivation and Related Factors in Students of Zahedan School of Nursing and Midwifery. Horizon of Medical Education Development 2022;13(4):84-71. [Persian] [DOI:10.22038/hmed.2021.60081.1174]
17. Asadzadeh F, Mostafazadeh F, Sadeghi SJJoh, care. A survey of the motivation of nursing students toward their field of study selection. Journal of health and care 2012;14(1). [Persian]
18. Roohi G, Asayesh H. Students' academic motivation in Golestan university of medical sciences. Iranian Journal of Medical Education 2012;12(3):152-159. [Persian]
19. Bakhshandeh BM, Hakim A, Azimi N, Latifi S, Ghalvandi H. Nursing students viewpoints about educational motivation and its related factors in Ahvaz Jundishapur University of Medical Sciences 2015. [Persian]
20. Roshan Milan S, Aghaii Monvar I, Kheradmand F, Saboory E, Mikaili P, Masudi S, et al. A study on the academic motivation and its relation with Individual State and Academic Achievement on Basic Medical Students of Urmia University of Medical Sciences. Journal of Urmia Nursing & Midwifery Faculty (2228-6411) 2011;9(5).
21. Abbaszadeh A, Borhani F, Mohsenpour M. Factors affecting discipline (Major) choice among newly admitted students of nursing in Kerman university of medical sciences. Iranian journal of medical education 2012;11(6):600-608. [Persian]
22. Shakibaee D, Iranifar S, Montazeri N, Rezaee M, Yari N. Motivation of medical students towards their field at different stages of study. Medicine and Spiritual Cultivation 2002:14(2): 10-15. [Persian]
23. Sarkis AS, Hallit S, Hajj A, Kechichian A, Karam Sarkis D, Sarkis A, et al. Lebanese students' motivation in medical school: does it change throughout the years? A cross-sectional study. C Med Educ 2020;20(94):1-10. [DOI:10.1186/s12909-020-02011-w]
24. Zubair S, Khan MA, Ayub T. Changes in the level and factors affecting students'motivation in the first 6 months of dental education at dental colleges. Pak Armed Forces Med J 2019; 69(2):279-285.
25. Shakurnia A, Alijani H, Khajeali N, NiakanKalhori SR. Nursing students motivations and satisfaction, Do the motivation and satisfaction of nursing students change during their study years. Nursing 2015;13:28-35.
26. Afra A, Bachari S, Ban M, Darari F, Shahrokhi S. Relationship between self-efficacy and academic motivation in the operating room students. Bimonthly of Education Strategies in Medical Sciences 2022;14(6):405-412.
27. Orsini C, Binnie VI, Fuentes F, Ledezma P, Jerez O. Implications of motivation differences in preclinical-clinical transition of dental students: a one-year follow-up study. Educación Médica 2016;17(4):193-196. [DOI:10.1016/j.edumed.2016.06.007]
28. Mazloomy S, Ehrampoush M, Servat F, Askarshahi M. Assessment of Academic Motivation and Its Relationship with Health-Risk Behaviors in Male Students of Yazd University. SSU_Journals 2010;18(3):184-190. [Persian]
29. Sirati Nir M, Jafari M. Investigating the factors affecting the academic motivation of students of Baqiyatallah University of Medical Sciences. Educ Strategy Med Sci 2023;16(1):1-9. [Persian]
30. Sharifi T, Ebrahim Bay SEB, Najafi Hodk F, Mohammadi A. Relationship between Academic Motivation and Students' Attitude towards Future Job in the Students of Torbat Heydariyeh University of Medical Sciences. Qom Univ Med Sci J 2020; 14 (1) :74-84. [Persian] [DOI:10.29252/qums.14.1.74]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
