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首页> 外文期刊>Advances in health sciences education: theory and practice >The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model
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The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model

机译：研究战略在少数民族和多数学生的动机和学术表现中的作用：结构方程模型

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Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsement) is associated with better learning and academic performance. This study examined whether study strategy (surface, achieving, and deep) was a mediator between the type of motivation (autonomous and controlled motivation) and academic performance (GPA and clerkship performance), and whether these relations are different for students from different ethnic groups to gain a better understanding about the needed intervention/support in the curriculum. Data was gathered from 947 students at VUmc School of Medical Sciences, Amsterdam. Structural Equation Modelling was performed to test the hypothesized model: a higher autonomous motivation has a positive association with academic performance through deep and achieving strategy, and has a negative association with performance through surface strategy. The model with the outcome variables GPA and clerkship performance had a good fit (n=618; df=1, RMSEA=0.000, p=0.43). The model for the ethnic majority and minority groups was significantly different (p0.025). In this study, autonomous motivation had a positive association with GPA through achieving strategy for the ethnic majority students only. It might be that the size of the minority groups was too small to detect differences or that other factors mediate these relations in ethnic minority students. Qualitative research is needed to identify other factors influencing the academic performance of ethnic minority students and what they experience during their education, in order to support their learning in the right manner.
机译：在几项研究中据报道，少数民族学生之间的表现不佳。自主动机（表现出真正的兴趣或个人认可）与更好的学习和学术表现有关。本研究检测了学习策略（表面，达到和深）是一种激励类型（自主和控制的动机）和学术表现（GPA和职员绩效）之间的调解员，以及这些关系是否对来自不同族裔的学生不同为了更好地了解课程中所需的干预/支持。数据来自阿姆斯特丹Vumc医学院的947名学生。进行结构方程建模以测试假设模型：通过深入和实现策略，更高的自主动机与学术表现具有积极的关联，并通过表面策略与性能有负关联。具有结果变量GPA和Clerkship性能的模型具有良好的拟合（n = 618; df = 1，Rmsea = 0.000，p = 0.43）。民族群体和少数群体的模型显着不同（P <0.025）。在这项研究中，通过实现仅仅实现族裔大多数学生的策略，自治动机与GPA进行了积极的关系。可能是少数群体的规模太小，无法检测差异或其他因素在少数民族学生中调解这些关系。需要定性研究来确定影响少数民族学生的学术表现的其他因素以及他们在教育中的经历，以便以正确的方式支持他们的学习。

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