Impact of Motivation, Learning Strategy, and Intelligence Quotient on Medical Students' Grades
Ami Febriza1, *, Andi Weri Sompa2, Asty Amaliah3, Andi Tenri Padad4, Ary I. Savitri5
Identifiers and Pagination:Year: 2022
E-location ID: e187435012205100
Publisher ID: e187435012205100
Article History:Received Date: 18/7/2021
Revision Received Date: 27/12/2021
Acceptance Date: 20/1/2022
Electronic publication date: 14/06/2022
Collection year: 2022
open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Medical students were faced with a problem-based learning (PBL) curriculum that required them to think critically. PBL requires a student to have the ability to think logically and collect integrated information, which is reflected in their IQ scores. Learning and motivation strategies were factors that could contribute to their academic achievement. High intelligence does not ensure academic achievement, and students need to recognize the learning strategies that work best for them. This study aimed to investigate the association of medical students' motivation for learning and their intelligence quotient with their course grades in their first semester.
This study was an observational study of first-semester undergraduate medical students with 134 respondents. Intelligenz Struktur Test (IST) was used to assess IQ and the Motivated Strategies for Learning Questionnaire (MSLQ) form was used to measure students' academic motivation and their use of different learning strategies. Course grades were collected from their biomedical system course in the first semester. Linear regression analysis was used to determine the association between IQ scores and average biomedical grades.
Results and Discussion:
Linear regression analysis showed that IQ might play a role in determining biomedical system course grades both in the crude and adjusted analysis (p-value <0.001). None of the investigated motivation and learning scales modified the association between IQ scores and average biomedical grades.
Intelligence can predict students' academic performance in their first semester courses. Motivation for learning did not differ between different IQ groups and did not modify the association between intelligence and academic achievement.