Self-Efficacy, Academic Motivation, and Self-Regulation: How Do They Predict Academic Achievement for Medical Students?

• In Event: Hilton Roundtable Session 5
  In Roundtable Session: Understanding Learning Outcomes Through Students' Beliefs, Perspectives, and Interests

Abstract

Self-efficacy, academic motivation, and self-regulation have been identified as important factors contributing to students’ learning success in general education. In the field of medical education, however, few studies have examined these variables or their interrelationships as predictors of undergraduate medical students’ learning outcomes, especially in a flipped learning environment. Accordingly, this study explored the impact of self-efficacy on 146 first- and second-year medical students’ academic achievement in a flipped learning environment, and whether such impact (if any) was mediated by academic motivation. The results of structural equation modeling suggested that, self-efficacy significantly predicted medical students’ academic achievement in flipped learning environment, while such effect was not found in academic motivation and self-regulation. Strategies for increasing students’ self-efficacy are also discussed.

Authors

• Binbin Zheng, University of Hong Kong

• Chi Chang, Michigan State University

• Chin-Hsi Lin, The University of Hong Kong