Previous research has shown emotions influence cognitive factors that impact learning and task achievement (Pekrun, R., Goetz, T., Titz, W., & Perry, R.P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105). Conclusive evidence of an association between emotions with medical students' academic performance has not been done. Therefore, this study sought to identify if a relationship existed between achievement emotions and academic performance in medical student education. The sample consisted of 32 female and 42 male medical students, ages 20–40, who attended a state-funded, Midwest medical school. The sample population received a self-report, anonymous questionnaire that measured achievement emotions, which are hope, joy, pride, anger, anxiety, shame, boredom, and hopelessness. As part of the questionnaire, participants reported final examination scores for their anatomy course, the measure of academic performance. Correlation coefficients were calculated to identify the relationship between achievement emotions and anatomy examination scores. Anxiety, pride, shame, and hope had statistically significant relationships with examination performance. The order of entry into the stepwise linear regression model with backward elimination was determined by the correlation coefficients, which were entered in the following order: anxiety, pride, shame, and hope. Results of this analysis indicated pride and anxiety were the most significant contributors of variance in anatomy examination scores. Thus, a greater sense of pride may lead to higher anatomy examination scores whereas a greater sense of anxiety may result in lower anatomy examination scores. In general, the results demonstrated that medical students experience emotions other than those traditionally identified in this population. Additional analysis indicated these emotions were associated with academic achievement measures. These findings have implications for medical educators. Interventions to improve cognitive skills may help medical students reappraise situations, which may enhance feelings of pride.
|Commitee:||Carter-McWoodson, Charletta, Contreras, Carlos|
|Department:||Harold Abel School of Social and Behavioral Sciences|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 72/12, Dissertation Abstracts International|
|Subjects:||Educational psychology, Higher education|
|Keywords:||Academic performance, Emotions, Learning, Medical students, Task achievement|
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