Journal of Advances in Medical Education & Professionalism

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates’ Academic Performance: An Observational Study

NAMITA DESHMUKH; AVINASH BORKAR; HIRKANI MUNIRA ABBAS; SHARMILA JALGAONKAR

Volume 13, Issue 3 , July 2025, , Pages 198-205

https://doi.org/10.30476/jamp.2025.105384.2107

Abstract

Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is ... Read More Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is crucial for creating a curriculum that enhances learning outcomes and academic achievement. This study aimed to assess metacognitive awareness and academic motivation among medical undergraduate (UG) students and to determine the association between metacognitive awareness, academic motivation, and academic performance.Methods: A cross-sectional study was carried out at a medical college on 140 medical undergraduate (UG) students. The data were collected using self-administered questionnaires using Metacognition Awareness Inventory (MAI) and Academic Motivation Scale (AMS). The scores obtained were compared with their academic performance. The data were analyzed using IBM SPSS 20.0. The chi-square test, Mann–Whitney U test, Kruskal–Wallis test, and post-hoc Dunn’s test were used for statistical analysis.Results: The participants included 54.3% males and 45.7% females (age 20.4±0.9 years). High performers scored significantly higher on total (43.14±8.2) and domain-wise MAI scores compared to average and low performers. Female students scored better in all metacognitive domains (40.4±8.0) and had higher motivation scores than males (42.9±10.35). Academic performance was significantly correlated with metacognition regulation subscale scores (r=0.293, p=0.001) and intrinsic motivation scores (r=0.284, p=0.002). Also, metacognition regulation was significantly correlated with intrinsic motivation scores (r=0.376, p=0.00001) as well as extrinsic motivation scores (r=0.223, p=0.01). Intrinsic motivation scores correlated significantly with academic performance, metacognition knowledge subscale scores (r=0.406, p=0.00001), regulation scores,and extrinsic motivation scores (r=0.695, p=0.00001).Conclusions: High performers demonstrate superior metacognitive awareness and intrinsic motivation, especially females. Significant correlations between metacognition, motivation, and academic performance stress the importance of integrating metacognitive regulation strategies into teaching methods to improve the outcomes and motivation.

A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses

ANDI ARIYANDY; IRAWAN YUSUF; SURYANI AS’AD; TENRI ESA; ICHLAS NANANG AFANDI; CITA N AKHMAD; RINI R BACHTIAR; ISHARYAH SUNARNO; BUDU BUDU

Volume 13, Issue 2 , April 2025, , Pages 105-116

https://doi.org/10.30476/jamp.2025.104419.2056

Abstract

Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin ... Read More Introduction: Physiology encompasses examining the body’s everyday activities, which is crucial for understanding health before disease onset. The physiology course at Hasanuddin University isincluded in the biomedical science curriculum. Traditionally delivered via a teacher-centered methodology, this strategy frequently results in rote memorization. To resolve this, active learning methodologies utilizing many media enabled students to choose their preferred instructional tools and augment their knowledge and drive. This study seeks to evaluate the influence of different learning media on undergraduate students’ knowledge, presenting skills, and motivationin physiology courses.Methods: We executed a mixed-method study, including quantitative and qualitative approaches, utilizing a sequential explanatory design, wherein quantitative data was initially gathered. We proceeded with qualitative data collecting to elucidate and reinforce the previous findings. We engaged 100 students to assess their knowledge and presenting skills. The evaluative instruments employed were multiplechoice questions and assessment rubrics. To ascertain the reasons and motivations for student engagement in learning physiology, we engaged nine student respondents, categorizing them into three groups: active participants, neutral participants, and non-participants. We assessed the motivations for student learning engagement with a qualitative questionnaire, which was then complemented by Focus Group Discussion (FGD) interviews.Results: Findings indicated a greater involvement of female students (67%) and individuals from non-SBMPTN paths (62%). Most pupils favored PowerPoint (52%) and video (20%) as educational material. Substantial enhancements in posttest scores were observed following the utilizationof these media. Researchers observed significant enhancements in posttest scores following presentations that utilized PowerPoint and video media (Wilcoxon, p<0.01). Students who presented the genitourinary system via video medium achieved superior scores compared to those who utilized PowerPoint (Mann-Whitney p=0.001, p<0.01). Qualitative studies indicated that active learning strategies enhanced student involvement and motivation, making learning more engaging and pleasurable.Conclusion: Active learning using specific media such as PowerPoint and video markedly improves knowledge, engagement, and motivation among students in physiology courses.

Design and Effect of Neurosurgical Educational Software Using Gamification on Students’ Learning and Motivation

SEDIGHEH HANNANI; MAHDIEH SALEHI; FARDIN AMIRI; NEMAM ALI AZADI

Volume 12, Issue 3 , July 2024, , Pages 189-198

https://doi.org/10.30476/jamp.2024.101115.1917

Abstract

Introduction: Gamification is an innovative learning approach that, when combined with technology, aligns well with students’ preferences. Recognizing the necessity of employing ... Read More

Motivating medical students for social accountability in medical schools

MAHBOOBEH MOHAMMADI; MEHDI BAGHERI; PARIVASH JAFARI; LEILA BAZRAFKAN

Volume 8, Issue 2 , April 2020, , Pages 90-99

https://doi.org/10.30476/jamp.2020.84117.1128

Abstract

Introduction: As health professionals, physicians are accountable for their professional practice. The aim of this study was to explain the medical students’ motivation ... Read More

Journal of Advances in Medical Education & Professionalism

Articles in Press

Current Issue

Volume 13 (2025)

Volume 12 (2024)

Volume 11 (2023)

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Keywords = Motivation

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates’ Academic Performance: An Observational Study

Abstract

A Mixed-Method Study: Investigating the Impact of Different Learning Media on Undergraduate Students’ Knowledge, Performance, and Motivation in Physiology Courses

Abstract

Design and Effect of Neurosurgical Educational Software Using Gamification on Students’ Learning and Motivation

Abstract

Motivating medical students for social accountability in medical schools

Abstract