查看文章

Medical Education 2010: 44: 1203–1212

Context  A challenge for medical educators is to better understand the personal factors that lead to individual success in medical school and beyond. Recently, educational researchers in fields outside medicine have acknowledged the importance of motivation and emotion in students’ learning and performance. These affective factors have received less emphasis in the medical education literature.

Objectives  This longitudinal study examined the relations between medical students’ motivational beliefs (task value and self‐efficacy), achievement emotions (enjoyment, anxiety and boredom) and academic achievement.

Methods  Second‐year medical students (n = 136) completed motivational beliefs and achievement emotions surveys following their first and second trimesters, respectively. Academic achievement was operationalised as students’ average course …