Abstract
Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsem*nt) 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 (p < 0.025). 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.
| Original language | English |
|---|---|
| Pages (from-to) | 921-935 |
| Number of pages | 15 |
| Journal | Advances in Health Sciences Education |
| Volume | 23 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 1 Dec 2018 |
| Externally published | Yes |
Keywords
- Academic performance
- Diversity
- Ethnicity
- Medical students
- Motivation
- Study strategy
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Isik, U., Wilschut, J., Croiset, G., & Kusurkar, R. A. (2018). The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Advances in Health Sciences Education, 23(5), 921-935. https://doi.org/10.1007/s10459-018-9840-3
Isik, Ulviye ; Wilschut, Janneke ; Croiset, Gerda et al. / The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. In: Advances in Health Sciences Education. 2018 ; Vol. 23, No. 5. pp. 921-935.
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title = "The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model",
abstract = "Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsem*nt) 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 (p < 0.025). 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.",
keywords = "Academic performance, Diversity, Ethnicity, Medical students, Motivation, Study strategy",
author = "Ulviye Isik and Janneke Wilschut and Gerda Croiset and Kusurkar, {Rashmi A.}",
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Isik, U, Wilschut, J, Croiset, G & Kusurkar, RA 2018, 'The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model', Advances in Health Sciences Education, vol. 23, no. 5, pp. 921-935. https://doi.org/10.1007/s10459-018-9840-3
The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. / Isik, Ulviye; Wilschut, Janneke; Croiset, Gerda et al.
In: Advances in Health Sciences Education, Vol. 23, No. 5, 01.12.2018, p. 921-935.
Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model
AU - Isik, Ulviye
AU - Wilschut, Janneke
AU - Croiset, Gerda
AU - Kusurkar, Rashmi A.
N1 - Publisher Copyright:© 2018, The Author(s).
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsem*nt) 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 (p < 0.025). 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.
AB - Underperformance among ethnic minority students has been reported in several studies. Autonomous motivation (acting out of true interest or personal endorsem*nt) 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 (p < 0.025). 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.
KW - Academic performance
KW - Diversity
KW - Ethnicity
KW - Medical students
KW - Motivation
KW - Study strategy
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U2 - 10.1007/s10459-018-9840-3
DO - 10.1007/s10459-018-9840-3
M3 - Article
C2 - 30046974
SN - 1382-4996
VL - 23
SP - 921
EP - 935
JO - Advances in Health Sciences Education
JF - Advances in Health Sciences Education
IS - 5
ER -
Isik U, Wilschut J, Croiset G, Kusurkar RA. The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Advances in Health Sciences Education. 2018 Dec 1;23(5):921-935. doi: 10.1007/s10459-018-9840-3
