Abstract
BackgroundThe support of students' academic well-being is one of the main agendas of medical education. For medical students, well-being can help prevent burnout and provides students with grounds for their future healthcare setting. The aim of this study was to examine the mediating role of motivated strategies for learning in the relationship between formative assessment and academic well-being.MethodThe present cross-sectional study was performed on 391 undergraduate students of medical sciences selected by a convenient sampling method. The measuring instruments used in this study included motivated strategies for learning questionnaire (Pintrich and De Groot), classroom assessment approaches questionnaire (Yousefi Afrashteh et al.) and Academic well-being Questionnaire (Pietarinen et al.). In order to analyze the data, SPSS-26 software was used for descriptive statistics and correlation matrix, and LISREL-10.20 software was used to do path analysis and determine the relationships between variables within the model.ResultsFindings showed that formative assessment is a significant resource in shaping subscale of motivated strategies for learning (self-efficacy, intrinsic value, test anxiety, cognitive strategies and self-regulation). Moreover, the results demonstrated that the self-regulated learning strategies is a crucial determinant of academic well-being and is a mediator between formative assessment and academic well-being.ConclusionThese findings suggest the important value and necessity of formative assessment in medical science classes which can indirectly lead to improve students’ academic well-being.
Highlights
Studies show the prevalence of psychological problems such as depression and anxiety and psychological distress in medical students in comparison to general population, increasing with the years of training [1]
Findings showed that formative assessment is a significant resource in shaping subscale of motivated strategies for learning
Out of 391 students participating in this study, 23% of the participants were in the age group of less than 20 years and 47% in the age group of 20–25 years. 25% of the participants were married. 72% of the participants were undergraduate students, 21% were postgraduate students and 7% were PhD students. 51% of them were employed while studying. 22% of the participants studied in the School of Health, 28% in the School of Paramedical Sciences, 23% in the School of Rehabilitation and 27% in the School of Nursing and Midwifery
Summary
Studies show the prevalence of psychological problems such as depression and anxiety and psychological distress in medical students in comparison to general population, increasing with the years of training [1]. Students who are emotionally and cognitively involved in learning spend more time and effort studying and adapt to their academic needs appropriately. According to Moss and Brookhart [12], the formative assessment can be defined as a process in which teachers and students provide feedback during the instruction process in order to improve the learning and teaching activities, with the purpose of increasing the extend of student achievement. Barana and Marchisio [15] believe that formative assessment, along with increasing scores, increases engagement and motivation in learners. This assessment is done during the training period when the teacher’s educational activity is ongoing [16]. The aim of this study was to examine the mediating role of motivated strategies for learning in the relationship between formative assessment and academic well-being
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