Relationship between metacognitive awareness and motivation to learn in medical students
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Background: In self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors. Methods: We performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?” Results: One hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors. Conclusions: Metacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.
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Undergraduate medical students with greater metacognitive awareness are more motivated to learn independently, leading to autonomous self-regulated learning.
“as well as more motivated to learn independently, leading to autonomous self- regulated learning (Siqueira et al.,2020 ).”
From Promoting metacognition in an allied health anatomy course (2023) · cites this paper as Siqueira et al., 2020
The Results (page unavailable) associate one component of metacognitive awareness—knowledge about cognition—with mastery-approach motivation in medical students. The Background and Discussion link metacognition and motivation to self-regulated learning, but the study does not show that greater awareness makes students more motivated to learn independently or leads to autonomous self-regulated learning. (LLM, conf=0.87)
Experimental — accuracy not yet measuredThe improvement in metacognition is consistent with previous studies, but the literature remains inconclusive on the stage at which students typically improve their metacognition during health professional education.
“This improvement in metacognition is consistent with previous studies, but generally, the literature remains inconclusive on the stage at which students typically improve their metacognition during health professional education (Siqueira et al.,2020).”
From Promoting metacognition in an allied health anatomy course (2023) · cites this paper as Siqueira et al.,2020
The Discussion (page unavailable) says prior evidence associates metacognitive development with active learning, mentoring and feedback, supporting the general point that metacognition can improve. It does not say the literature is inconclusive about when students typically improve during health professional education. The Results (page unavailable) compare only third- and fourth-year medical students and find no significant difference in metacognitive awareness. (LLM, conf=0.82)
Experimental — accuracy not yet measured
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Teaching of reflection in higher education: a narrative review
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Significance of repertory in homoeopathic curriculum
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The Effect of Metacognition Regulation Evaluation On Medical Student Progress
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Elementary School Students' Metacognitive Awareness: PBL Study with HPC Strategy in Science Learning
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Learning Management in Higher Education: A Data Note
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Self-citationFlexible or Concrete: Goal‐Setting Behaviours in Canadian Medical Students
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Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students
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Enhance nursing students’ reflection through Padlet: an action research
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운동선수는 스트레스를 어떻게 인식하는가?: 근거이론 관점
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Evaluation of the Pedagogical Impact of “Traum’Cast” Podcast: A Pilot Study Based on Metacognition
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ESTRATÉGIAS DE APRENDIZAGEM NA EDUCAÇÃO MÉDICA: COMO OS ESTUDANTES DE MEDICINA APRENDEM A APRENDER?
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- Authors
- Siqueira, M. A. M., Gonçalves, J. P., Mendonça, V. S., Kobayasi, R., Arantes-Costa, F. M., Tempski, P. Z., & Martins, M. D. A.
- Affiliations
- Universidade de São Paulo (BR)
- Harvard University (US)
- ORCID
- Venue
- BMC Medical Education
- Published
- 2020-10-30
- Volume
- 20
- Issue
- 1
- Pages
- 393-393
- ISSN
- 1472-6920 (ISSN-L)
- PMC
- PMC7602298
- OpenAlex
- W3097462880
- Cited by
- 88
- References
- 75
- Citations by year
- 2026: 15 · 2025: 16 · 2024: 26 · 2023: 20 · 2022: 9 · 2021: 2
- FWCI
- 5.81
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Medical Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Conselho Nacional de Desenvolvimento Científico e Tecnológico (.)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- metacognitive awareness, motivation to learn, student self-regulation, medical students, achievement goals, mastery approach, mastery avoidance, performance approach, performance avoidance, metacognitive regulation, motivational factors, altruism
- MeSH terms
- Metacognition, Brazil, Cross-Sectional Studies, Female, Goals, Humans, Male, Motivation, Surveys and Questionnaires, Students, Medical
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