Purpose The purpose of this study was to investigate the effect of motivational regulation strategies (MRSs) on cognitive learning and academic performance.
Methods The participants were a total of 510 pre-medical and medical students. Survey instruments assessed the use of MRSs and cognitive learning strategies. Students’ grade point averages were used for academic performance. Structural equation modeling was used to analyze data, using Mplus ver. 7.4 (Muthén & Muthén, Los Angeles, USA).
Results Confirming the measurement model validity, the results of structural model indicated the followings: (1) MRSs had a significant impact on cognitive learning, while these strategies negatively affected academic performance; (2) cognitive learning significantly influenced academic performance and mediated the effect of MRSs on academic performance; and (3) only academic levels had a significant effect on cognitive learning.
Conclusion The findings from this study confirmed that MRSs were highly influential to predicting students’ cognitive learning which affects their better learning performance. Thus, instructional design and practice to support learning motivation is needed to promote cognitive learning and training programs to practice the effective methods of using MRSs in learning need to be provided.
Citations
Citations to this article as recorded by
Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories Olena Kryshko, Michael Becker, Jens Fleischer, Detlev Leutner Learning and Individual Differences.2026; 125: 102817. CrossRef
Self-Regulated Learning and Learning Outcomes in Undergraduate and Graduate Medical Education: A Meta-Analysis Binbin Zheng, Ting Sun Evaluation & the Health Professions.2025; 48(4): 430. CrossRef
A Meta-Analysis of the Correlation Between Self-Regulated Learning Strategies and Academic Performance in Online and Blended Learning Environments Yingying Zhao, Yixun Li, Shuai Ma, Zhihong Xu, Bingsheng Zhang Computers & Education.2025; : 105279. CrossRef
Relations Between Medical Students’ Motivational Persistence Skills and Their Acceptance of Specific Blended Learning Tools Cristina Gena Dascalu, Claudiu Topoliceanu, Magda Ecaterina Antohe European Journal of Investigation in Health, Psychology and Education.2025; 15(4): 45. CrossRef
A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions Gjergji Koja, Erjona Abazaj Health Science Reports.2024;[Epub] CrossRef
Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students Laura Odontides, Katharina Scheiter, Thomas Shiozawa, Martin R. Fischer, Daniela Kugelmann, Markus Berndt Annals of Anatomy - Anatomischer Anzeiger.2024; 256: 152320. CrossRef
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review Zhihong Xu, Yingying Zhao, Jeffrey Liew, Xuan Zhou, Ashlynn Kogut Educational Research Review.2023; 39: 100510. CrossRef
Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review Ahmed M. Abdulla Alabbasi, Fatema A. Alabbasi, Aseel AlSaleh, Ahmed M. Alansari, Reginald P. Sequeira BMC Medical Education.2023;[Epub] CrossRef
Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review Yani Istadi, Tri Joko Raharjo, Mahalul Azam, Sungkowo Edy Mulyono Advances in Medical Education and Practice.2022; Volume 13: 1423. CrossRef
Purpose This study investigated the perceptions of medical residents and faculty members before the implementation of the duty hour regulation in December 2017.
Methods A survey was administered to 263 residents and 358 faculty members in the Chonnam National University Hospital. The subjects were given a self-administered structured questionnaire designed to measure their perspectives on duty hour regulation. They were also asked to answer an open-ended question regarding their expectations or concerns regarding duty hour regulation. The response rates were 50.2% for residents and 24.0% for faculty members.
Results Residents and faculty members regarded the improvement of junior residents’ well-being favorably, but had conflicting views regarding senior residents. Residents expressed difficulty in completing unchanged workloads within the limited time, while faculty members were more concerned about worsening patient safety due to the discontinuity of care and insufficient resident education.
Conclusion Medical residents and faculty members had differing concerns regarding duty hour regulation. Further studies and the development of future policies should be considered to improve resident education and patient safety within the limited duty hour regulation.
Citations
Citations to this article as recorded by
Evaluation of educational environment using the short-version Postgraduate Hospital Educational Environment Measure (PHEEM): A multicenter study Amin Hoseini Shavoun, Azim Mirzazadeh, Homa Kashani, Seyed Reza Raeeskarami, Roghayeh Gandomkar Journal of Education and Health Promotion.2025;[Epub] CrossRef
Medical Students' Views on Physician Working Hour Regulations in Japan—A Cross‐Sectional Study Hirohisa Fujikawa, Junji Haruta The Clinical Teacher.2025;[Epub] CrossRef
Competency-Based Neurosurgical Residency Training Program in Korea Kawngwoo Park, Sang-Don Kim, Seung-Won Choi, Dae-Hyun Kim, Eun-Kyung Park, In-Suk Bae, Jin-Uk Baek, Kun Soo Lee, Sun-Ho Lee, Soo Bin Im, Youngjin Jung, Sung-Pil Joo, Man Kyu Choi, Bum-Joon Kim, Hyun Ho Choi, Junseok W Hur Journal of Korean Neurosurgical Society.2025; 68(5): 501. CrossRef
Supervising physicians’ perceptions on physician work-hour regulations in Japan: a nationwide cross-sectional study Hirohisa Fujikawa, Hidetaka Tamune, Yuji Nishizaki, Kiyoshi Shikino, Taro Shimizu, Yu Yamamoto, Miwa Sekine, Kazuya Nagasaki, Hiroyuki Kobayashi, Yasuharu Tokuda BMC Medical Education.2025;[Epub] CrossRef
A qualitative study on the adoption of the new duty hour regulations among medical residents and faculty in Korea Eui-Ryoung Han, Eun-Kyung Chung, Pracheth Raghuveer PLOS ONE.2024; 19(4): e0301502. CrossRef
Challenges and solutions of medical residency: the example of Iran Behrooz Rahimi, Ali Nemati, Behzad Tadayon, Mahmood Samadpour, Amin Biglarkhani BMC Health Services Research.2024;[Epub] CrossRef
Laypeople's Perspective on Physician Work-Hour Restrictions in Japan: A Cross-Sectional Study Hirohisa Fujikawa, Junji Haruta Journal of Patient Experience.2024;[Epub] CrossRef
Resident Education on the Surgical Treatment of Distal Radius Fractures Using a Point-of-View Camera Min Bom Kim, Jeong Hyun Lee Clinics in Orthopedic Surgery.2023; 15(3): 343. CrossRef
Trends in Incidences and Survival Rates in Pediatric In‐Hospital Cardiopulmonary Resuscitation: A Korean Population‐Based Study Jaeyoung Choi, Ah Young Choi, Esther Park, Suhyeon Moon, Meong Hi Son, Joongbum Cho Journal of the American Heart Association.2023;[Epub] CrossRef
Incidence and Mortality Trends in Critically Ill Children: A Korean Population-Based Study Jaeyoung Choi, Esther Park, Ah Young Choi, Meong Hi Son, Joongbum Cho Journal of Korean Medical Science.2023;[Epub] CrossRef
Meaning and Status of Health-related Quality of Life Recognized by Medical Professionals: a Qualitative Study Jeehee Pyo, Minsu Ock, Bohyun Park, Nam-eun Kim, Eun Jeong Choi, Hyesook Park, Hyeong Sik Ahn Journal of Korean Medical Science.2021;[Epub] CrossRef
Analysis and suggestions on medical educators’ roles Meeran Joo, Yoo-mi Chae, Man-Sup Lim, Seok-gun Park Korean Journal of Medical Education.2021; 33(4): 411. CrossRef
Changes in the working conditions and learning environment of medical residents after the enactment of the Medical Resident Act in Korea in 2015: a national 4-year longitudinal study Sangho Sohn, Yeonjoo Seo, Yunsik Jeong, Seungwoo Lee, Jeesun Lee, Kyung Ju Lee Journal of Educational Evaluation for Health Professions.2021; 18: 7. CrossRef
Purpose This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks.
Methods We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction.
Results The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction.
Conclusion Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.
Citations
Citations to this article as recorded by
Based on the Application of the Four-in-One Teaching Model of “PBL-CBL-MOOC-Clinical Clerkship” in the Education of Clinical Medical Students 欣 舒 Advances in Education.2025; 15(08): 1271. CrossRef
Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review Elif Öztürk, Gökhan Öztürk International Journal of Educational Studies and Policy.2025; 7(1): 1. CrossRef
‘There shouldn't be anything wrong with not knowing’: epistemologies in simulation Stella L Ng, Emilia Kangasjarvi, Gianni R Lorello, Lori Nemoy, Ryan Brydges Medical Education.2019; 53(10): 1049. CrossRef
Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation T. J. Bugaj, M. Blohm, C. Schmid, N. Koehl, J. Huber, D. Huhn, W. Herzog, M. Krautter, C. Nikendei BMC Medical Education.2019;[Epub] CrossRef
Development of domain-specific epistemological beliefs of physiotherapists: a longitudinal study Martina Bientzle, Ulrike Cress, Joachim Kimmerle BMC Medical Education.2019;[Epub] CrossRef
Purpose To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. Methods: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. Results: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). Conclusion: We found a significant association between PBL evaluations and CPX scores.
Citations
Citations to this article as recorded by
Hopes for the new challenges in <i>Korean Journal of Medical Education</i> Young Hwan Lee Korean Journal of Medical Education.2015; 27(3): 159. CrossRef
PURPOSE This study was conducted to investigate medical residents' job satisfaction and their related factors to improve the quality of residency program.
METHODS The study subjects were 159 medical residents being trained at Chonnam National University Hospital, South Korea, in 2011. The participants were asked to complete a short form Minnesota satisfaction questionnaire (MSQ).
RESULTS The mean score for 20 items on the short form MSQ varied between 2.91 and 3.64 on a 5-point Likert scale. The assessment of related factors with job satisfaction revealed that medical residents had higher levels for job satisfaction, particularly those who were women (beta=0.200, p=0.022), and those who had mentorship experience (beta=0.219, p=0.008).
CONCLUSION This study results indicate that we should expand and support the mentorship program during medical residency to promote job satisfaction.
Citations
Citations to this article as recorded by
Factors Affecting Korean Physician Job Satisfaction Young-In Oh, Hyeongsu Kim, KyeHyun Kim International Journal of Environmental Research and Public Health.2019; 16(15): 2714. CrossRef
Survey on the Environment and Condition of Korean Psychiatric Residents from 2016 to 2017 Years Jee Hoon Kim, Yeong Gi Kyeon, Jong-Woo Kim, Hong Seok Oh, Sang Min Lee, Jeong Seok Seo, Sung-Won Jung, KangUk Lee Journal of Korean Neuropsychiatric Association.2019; 58(3): 216. CrossRef
The Effects of Job Stress, Depression, and Psychological Happiness on Job Satisfaction of Office Workers Hae-Kyung Lee, Chun-Youn Nam The Journal of Korean Academic Society of Nursing Education.2015; 21(4): 490. CrossRef
Burnout among Medical School Faculty Members: Incidence and Demographic Characteristics at Three Medical Schools in the Busan and Gyeongnam Area of Korea Ji-Hyun Seo, Bukyung Kim, Hwa-Ok Bae, Sun Ju Im, Kyung Han Kim Korean Medical Education Review.2014; 16(2): 67. CrossRef
Can Year of the Snake Be an Innovational Period of Medical Education? Sun Huh Korean Journal of Medical Education.2013; 25(1): 1. CrossRef
PURPOSE The Professional Graduate Medical School (PGMS) was established in 2003 in South Korea to train doctors that had better humanities and various educational backgrounds. By comparing the learning styles between students of the Medical College (MC) and PGMS, we investigated the characteristics of these students.
METHODS The Kolb Learning Style Inventory (LSI) is used to determine learning preferences. It is composed of 12 statements on concrete experience, reflective observation, abstract conceptualization, and active experimentation. Six hundred nine students from all years of the 2 medical schools completed the Kolb LSI between June 1st and June 30th, 2008 (response rate: 91.4%).
RESULTS MC students preferred Kolb's 'assimilator (56.3%)' and 'diverger (25.6%)', and PGMS students preferred Kolb's 'assimilator (61.2%)' and 'converger (19.3%)'. PGMS students showed a higher preference for abstract conceptualization compared with MC students (adjusted Odds Ratio=2.191; 95% Confidence Interval=1.115~4.306).
CONCLUSION This study showed that the learning styles of PGMS and MC students differed. We can use this result not only in developing curricula and teaching strategies, but also in providing support to students.
Citations
Citations to this article as recorded by
Preferred Learning Methods among First-year Medical Students: A Cross-Sectional Descriptive Study Gholamali Dehghani Depiction of Health.2024; 15(1): 27. CrossRef
Investigation of learning style patterns: A case study of basic sciences medical students at Tabriz University of Medical Sciences Gholamali Dehghani, Saeideh Ghaffarifar Journal of Medical Education Development.2024; 17(55): 75. CrossRef
The Relationship Between Pedagogy and Changes in Students’ Learning Styles in Physician Assistant Education C. Sonia Wardley, E. Brooks Applegate, Qian Wang, James Van Rhee The Journal of Physician Assistant Education.2022; 33(3): 205. CrossRef
Continuous effect of advanced cardiovascular life support simulation education according to Felder-Silverman learning style Yu-Jeong Kim, Mi-Jeong Park, Young-Lim Ham The Korean Journal of Emergency Medical Services.2016; 20(3): 21. CrossRef
Differentiation Strategy of Graduate Entry Programme Hye Rin Roh Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
Medical Students’ General Beliefs about Their Learning Jaehyun Park Korean Medical Education Review.2012; 14(2): 64. CrossRef
Relationships between Cognitive and Learning Styles of Premedical Students Sowon Ahn, Mira Kim, Ducksun Ahn Korean Journal of Medical Education.2010; 22(1): 7. CrossRef
Relationship between Learning Strategies and Academic Achievement in Medical College and Graduate Medical School Students Hong-Im Shin, Woo Tack Jeon, Eunbae B. Yang Korean Journal of Medical Education.2010; 22(3): 197. CrossRef
Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students Ji Hye Lee, Gun Il Kim, Kwi Hwa Park, So-Joung Yune Korean Journal of Medical Education.1970; 21(4): 393. CrossRef
First
Prev
