How medical students' perceptions of instructor autonomy-support mediate their motivation and psychological well-being.
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| Title: | How medical students' perceptions of instructor autonomy-support mediate their motivation and psychological well-being. |
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| Authors: | Neufeld, Adam1 adam.neufeld@usask.ca, Malin, Greg2 |
| Source: | Medical Teacher. Jun2020, Vol. 42 Issue 6, p650-656. 7p. |
| Subject Terms: | *Autonomy (Psychology), *Educators, *Psychology of medical students, *Motivation (Psychology), *School environment, *Students, *Student attitudes, *Occupational roles, Age distribution, Professions, Questionnaires, Satisfaction, Sex distribution, Multiple regression analysis, Social support, Well-being, Descriptive statistics |
| Geographic Terms: | Canada |
| Abstract: | Purpose: Medical student well-being is an increasing concern in medical education. Understanding the role instructors and programs have in supporting well-being is an important puzzle piece. This study explores the relationship between medical students' perceptions of instructor autonomy-support, motivation, and well-being. Using self-determination theory, we aim to provide a practical framework through which medical instructors can support student autonomy and well-being in the learning environment. Materials and methods: Students from the University of Saskatchewan completed a survey measuring perceptions of the learning climate (LC) (instructor autonomy-support), satisfaction/frustration of basic motivational needs (autonomy, competence, relatedness), and psychological well-being. Multiple linear regression was used to determine whether age, gender, and year of study affected students' well-being, before a mediation model was tested to assess the direct effect of the LC and indirect effects of students' basic need fulfillment on their well-being. Results: The response rate was 183/400 (46%). Higher ratings of autonomy-support significantly predicted better student well-being. This was mediated completely by students' feelings of basic need fulfillment. Relatedness satisfaction contributed most to ratings of instructor autonomy-support. Conclusions: Cultivating autonomy-support for medical students is critical to their well-being. Learning environments that optimize autonomy-support will also support students' feelings of relatedness and competence. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Purpose: Medical student well-being is an increasing concern in medical education. Understanding the role instructors and programs have in supporting well-being is an important puzzle piece. This study explores the relationship between medical students' perceptions of instructor autonomy-support, motivation, and well-being. Using self-determination theory, we aim to provide a practical framework through which medical instructors can support student autonomy and well-being in the learning environment. Materials and methods: Students from the University of Saskatchewan completed a survey measuring perceptions of the learning climate (LC) (instructor autonomy-support), satisfaction/frustration of basic motivational needs (autonomy, competence, relatedness), and psychological well-being. Multiple linear regression was used to determine whether age, gender, and year of study affected students' well-being, before a mediation model was tested to assess the direct effect of the LC and indirect effects of students' basic need fulfillment on their well-being. Results: The response rate was 183/400 (46%). Higher ratings of autonomy-support significantly predicted better student well-being. This was mediated completely by students' feelings of basic need fulfillment. Relatedness satisfaction contributed most to ratings of instructor autonomy-support. Conclusions: Cultivating autonomy-support for medical students is critical to their well-being. Learning environments that optimize autonomy-support will also support students' feelings of relatedness and competence. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2020.1726308 |
