Motivation Of Medical Students Research Articles

Relationship between cultural diversity awareness and achievement motivation of medical students at the undergraduate level in Pakistan

This study investigates the relationship between cultural diversity awareness and achievement-oriented goals among undergraduate medical students at the university level. Utilizing the Achievement Motivation Model by McInerney et al. (2003) and the General Fulfillment Aims Orientation Scale (GAGOS), it examines mastery, performance, and social goals. Additionally, it incorporates Ennejar's (2021) cultural diversity awareness model to assess students' attitudes toward cultural diversity. Data were collected from 80 final-year MBBS students through a survey and analyzed using SPSS for descriptive and inferential statistics. Results show that students have a high level of cultural diversity awareness and recognize biases, supporting diverse voices and cultural differences. A significant positive correlation (r = 0.948, p < 0.05) between cultural diversity awareness and achievement motivation was found, although no significant differences were observed based on gender or age. These findings suggest that enhancing personal development, altruism, and social recognition may boost motivation and that diversity and inclusion programs are crucial for fostering environments that promote achievement motivation.

Intrinsic motivation and perceived competence among junior doctors in managing ophthalmic disease

Introduction: Perceived competence among junior medical officers (JMOs) in managing ophthalmic disease remains low, and attempts to address this in ophthalmology education often neglect student motivation. This study aims to investigate whether JMOs’ perceived competence in managing ophthalmic patients could be predicted by their levels of motivation while studying ophthalmology as medical students. Methods: Seventy-one JMOs completed a 7-point Likert scale 34-item questionnaire. Intrinsic motivation as a medical student was measured using the Intrinsic Motivation Inventory (IMI), which included autonomy, competence, relatedness, interest and pressure subscales. Perceived competence in managing ophthalmic disease was measured using the Perceived Competence Scale (PCS). Linear regression analysis was used to determine if intrinsic motivation during medical school predicted perceived competence as JMOs. Results: Mean IMI scores and PCS scores were low, at 59 (out of 133) and 14 (out of 28), respectively. PCS scores were positively correlated with IMI scores (r = 0.61, p < 0.001), competence (r = 0.59, p < 0.001), relatedness (r = 0.49, p < 0001) and interest (r = 0.61, p < 0.001) and negatively correlated with pressure (r = -0.31, p = 0.009) and female gender (r = -0.30, p = 0.011). Linear regression analysis showed that IMI scores (β = 0.79, p < 0.001) significantly predicted PCS scores. Subscale analysis showed that there was significant predictive value in competence (β = 0.32, p = 0.009) and interest (β = 0.39, p = 0.035) for PCS scores. Conclusion: This study shows that intrinsic motivation of medical students studying ophthalmology is significantly predictive of their perceived competence as JMOs managing ophthalmic disease. These results point to the importance of fostering medical student intrinsic motivation in an effort to improve perceived competence in JMOs.

Validity Evidence for Using the Situational Motivation Scale to Assess Pre-Clerkship Medical Student Motivation

Validity Evidence for Using the Situational Motivation Scale to Assess Pre-Clerkship Medical Student Motivation

Choice of medical specialty among students studying medicine

Background: Due to the complexity of choosing a medical specialty, it's crucial to analyze the factors and influences involved in this decision-making process, as it can significantly impact one's career and personal life. Factors to consider include lifestyle, job requirements, salary, reputation, duration of studies, the ability to maintain a "controlled" lifestyle, and family members. Additionally, culture and lifestyle can influence specialty choice. Exploring these factors can assist medical students in making more informed and satisfying decisions. Material and methods: This study is an observational cross-sectional study where the sample consisted of 100 medical students who volunteered between October and December 2023 using the Google Forms platform. Results: The graphs demonstrate that 64% of the total students will choose based on their affinity for the specialty, which is the most influential factor when selecting a medical specialty. 16% believe that the ability to maintain a "controllable" lifestyle is more important when choosing a specialty, 9% prioritize the duration of residency, and 8% consider financial income. Conclusion: Encouraging further research into the influences affecting the choice of a medical specialty helps understand the motivation of medical students. This will contribute not only to the improvement of the healthcare system but also to a more efficient allocation of resources, consequently enhancing the quality of medical services provided to patients

Comparing the Status of Motivation Self-Regulation Strategies in Medical Students Before and After the Beginning of Clinical Education

Abstract Introduction: Self-regulation motivation in medical students in clinical education is a key factor in their academic success. This study aims to compare the status of self-regulation motivation strategies in medical students before and after the beginning of clinical education at Kerman University of Medical Sciences in 2022. Method: This semi-experimental single-group study used the Meta-Motivational Strategies in Medical Students Questionnaire for 80 medical students who were clerkships. Results: The mean of self-regulation motivation strategies in medical students before entering the clinical education phase was 113.43, and at the end of the first semester of clinical education was 116.20. The results showed an increase in the status of self-regulation motivation strategies by medical students in the clinical education phase. The most self-regulation motivation strategy used by students before and after the start of clinical education was "Regulation of value". Conclusion: Medical students use different strategies to regulate their motivation during clinical education. To maintain and increase the motivation of medical students, it is crucial to identify and strengthen self-regulation motivation strategies.

Public Service Motivation and Factors Affecting Students' Learning Motivation - Research at Lam Dong Medical College

Working in the medical industry requires patience, sacrifice and love for people. People with personalities and awareness aligned with these qualities tend to be more inclined to meet the job demands, thus resulting in higher satisfaction and long-term commitment to their work. This study analyzes the impact of factors such as lecturers’ behavior, students' active learning orientation, positive learning environment, active teaching methods, public service motivation, and perception of future career opportunities on the learning motivation of medical students. The study surveyed 318 students who are studying at the Lam Dong Medical College. The results show that all six factors above have a positive impact on the learning motivation of students. In particular, the public service motivation factor has the strongest impact. Based on the research results, the authors propose some managerial implications to improve students' learning motivation.
 
 

Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing.

Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning.

Medical student´s motivational changes during the COVID-19 university lockdown: a mixed-method study

BackgroundDuring the crucial stage of the COVID-19 pandemic, face-to-face undergraduate medical education was disrupted and replaced with online teaching activities. Based on its emphasized impact on several outcomes, a deeper insight into the pandemic related effects on medical students´ motivation is aspirational. Therefore, this study aimed to assess the motivational changes that took place during the pandemic in medical students and explored, how motivation of medical students is influenced.MethodsUsing a mixed method inter-cohort study design, 4th year medical students´ motivation, assessed pre- and post-pandemic were compared. In subsequent qualitative analyses underlying variables that may have contributed to both- medical students´ motivation and pandemic related changes were identified. These variables were then systematically explored- both individually and in combination. In a final step, the results were embedded within the Self-Determination Theory.ResultsStudents who were affected by the university lockdown reported significantly higher levels of less self-determined motivation and amotivation. The qualitative analysis identified determinants that influence medical students´ motivation. The common core of these determinants is lacking social interaction and support, with a great emphasis on the interaction with the lecturer and patients.ConclusionThis study emphasizes the crucial role of medical educators, patient contact, social interactions and personal support on students´ motivation. Students need to be strengthened in their beliefs about their abilities, the value of their task at hand and receive encouragement in their efforts. All this will result in an increased identification with the task and less detrimental outcomes.

The Relationship Of Motivation For Entering The Faculty Of Medicine And Dentistry On Students' Academic Achievement

Education is essential in modern society, both politically and economically. Medical training plays a critical role in producing qualified doctors. Competent doctors, the result of training provided by quality medical education institutions, provide quality health services to the community. Motivation is significant in determining learning success. This research aims to determine the relationship between motivation for entering medical and dental faculties and student's academic achievement. An online survey was used to collect data for this research. The sample population of the research was medical and dental students from Prima Indonesia University. The strength of the Motivation for Medical Students (SMMS) instrument, translated into Indonesian, was used to collect data for student motivation. 123 out of 493 medical and dental students participated in this research. Survey results show that suitability and interest are why students enter medical and dental faculties. The Spearman's rho correlation test shows no significant relationship between motivation variables and GPA, with Sig. (2-tailed) of 0.303 where p > 0.05. The Mann-Whitney test shows no statistically significant difference between the two genders with Sig. (2-tailed) of 0.558 where p > 0.05. This study shows that although there are various reasons and motivations for entering medical and dental faculties, there is no relationship between the above and academic achievement.

Role of Demographic Factors on Academic Motivation of Medical Students in a Malaysian Private University

Introduction: Medical students are highly motivated compared to other students in higher education. Various factors internal and external to the students can affect their academic motivation. It has direct bearing on their performance as well as their professional development. The present study aims to validate the adapted questionnaire on academic motivation of medical students in Malaysia and to study the influence of gender, ethnicity, and year of study on it. Methods: The quantitative research approach using the cross-sectional survey design is used in the present research. Stratified random sampling method used to collect data from 318 participants using adapted academic motivation scale for college students. The reliability and construct validity of the instrument was evaluated. The data was analysed, for inferential statistics using SPSS version 26. Results: The intrinsic and extrinsic motivation was higher in female medical students. However, the male students are significantly amotivated. Variation in different types of motivation was observed among three ethnic groups. A significant (p<0.005) difference was found in Introjected regulation and amotivation among ethnic groups. Medical students of clinical years had higher score for Intrinsic motivation and lower score for extrinsic motivation. Amotivation was comparable in medical students of all years with lowest in year 2 students. The level of different types of motivation differs among the medical students of different gender, ethnicity, and year of study. Conclusion: The educators and the curriculum designers need to strategize to improve the motivation of the medical students which will improve their academic performance and well-being.

Medical student motivation in specialised contexts.

During their clinical years, medical students rotate in diverse environments, each with unique factors motivating or demotivating learning. Student motivation to learn in specialised clinical settings has not been robustly described. One framework to understand motivation to learn is self-determination theory (SDT), which posits that intrinsic motivation requires fulfilment of three innate psychological needs: competence, relatedness and autonomy. Referencing SDT, the authors aimed to understand factors influencing student motivation to learn in the specialised context of internal medicine (IM) subspecialty consult services, with the goal of optimising teaching and learning during these experiences. Focus groups were conducted with 12 fourth-year medical students who had completed at least one inpatient IM subspecialty consult elective at the University of California, San Francisco, in 2020-2021. Students discussed factors that promoted and hindered their learning and motivation. The authors performed abductive thematic analysis using SDT as a sensitising framework. Three themes were identified and provided insight into how student motivation to learn can be supported: teaching at the appropriate level; integration into the team and workflow; and self-directed learning and career exploration. These themes were overlaid onto the needs of SDT, demonstrating that, in specialised clinical contexts, fulfilment of the needs is interconnected. This study provided insight into how students' innate needs can be satisfied in the learning environment of IM subspecialty consult electives, thereby promoting students' intrinsic motivation. Based on insights from the study, the authors offer recommendations for how educators can optimise student motivation to learn.

Frontlines and Crossroads: The Impact of COVID-19 on the Motivations of Medical Students from Selected Philippine Medical Schools in Pursuing Their Medical Studies

BACKGROUND: The onset of the COVID-19 pandemic made changes to the Philippine medical education system to transfer to an online setting, which meant the loss of practical skills needed for future clinical encounters. Most students consider the desire to serve others as their motivation to pursue medicine, but stated that online learning was more favorable for theoretical lessons and not for practical skills. These students had to cope with lifestyle changes which challenged their resolve, as well as deal with the technology and infrastructure required for online learning. The study aimed to compare the strength and nature of motivations of medical students to pursue their studies before and after the onset of the pandemic, and to propose recommendations to support them through the pandemic and beyond. METHODS: Semi-structured interviews were conducted using a study questionnaire that dealt with determining respondents’ motivations for pursuing a medical degree, the impact of the pandemic and how it may have changed their motivations, and what recommendations they can propose to motivate other medical students. Interview transcripts were then analyzed through a qualitative inductive thematic analysis. Pre-clinical and clinical students (clerks and postgraduate interns) enrolled during SY 2020-2021 from Metro Manila and from among the 3 major Philippine island groups were selected to approximate the distribution of medical schools across the country. A total of 17 eligible participants were selected through purposive sampling of different personal backgrounds. Recruitment and call for participants were coursed through the Association of Philippine Medical Colleges - Student Network as well as through social media. Data from interview transcripts were familiarized and ideas from important recurring patterns shared among respondents’ answers were made into codes, which were subsequently organized into themes both unique and generalizable across student groups. RESULTS: Six major themes arose: 1) Contextualizing the pre-clinical and clinical experiences, 2) Challenges of online learning; 3) Desire for lived experience; 4) Tensions between personal contexts and online learning; 5) Grit driven by a desire to serve; 6) Resilience over adversity and sunk cost. Most pre-clinical students were motivated to pursue medicine by a desire to serve, while clinical students were straightforward about financial reward as motivation. Despite the limitations of online education, lack of social interaction and skills training, medical students had strengthened motivations to continue their studies as the pandemic highlighted the need for physicians, reinforcing their intrinsic desire to serve others. Mental health and financial issues were a concern for some, but these students did not wish to quit so as not to lose momentum with their studies. CONCLUSION: While most medical students interviewed felt more motivated in pursuing their studies during the pandemic, there was a desire and a call for more support in their studies and training. Their personal stories suggested there is room for improvement in certain aspects of local medical education. Addressing their concerns through financial and educational support, and bridging clinical skills with online learning would thus help them create quality healthcare in the pandemic context and beyond.

Relationship Of Burnout with Screen Time In Under Graduate Medical Students

Introduction: Burnout, in the context of medical education, is a state of physical, emotional, and mental exhaustion, often accompanied by a diminished sense of personal accomplishment. Burnout may adversely affect the well-being and motivation of medical students consequently resulting in compromised academic performance.
 Aim and Objectives: The present study aims to explore the correlation of screen time with burnout and its subtypes including overload, neglect and lack of development.
 Place and Duration of Study: The present cross-sectional study was conducted at Shifa College of Medicine from September 2019-February 2021.
 Material & Methods: The present study included a total of 284 students from the first year to the final year using convenience purposive sampling. The students who provided written informed consent were enrolled in the study.These participants completed a structured questionnaire, which included various demographic variables and information regarding students' screen time, specifically for academic purposes and leisure activities. To evaluate burnout, the study utilized the "Burnout Clinical Subtype Questionnaire" (BCSQ), which has been adapted for student use (BCSQ-12- SS).The data was entered & analyzed using SPSS version 23, a p-value of ?0.05 was considered significant.
 Results: The mean age of participants of the study was 20.56±1.73 years. The correlation analysis showed a significant correlation of neglect, lack of development and total burnout score with screen time for non-educational purposes in medical students with a p-value of 0.022, 0.009 and 0.009 respectively. Screen time for educational purposes hada significant correlation with the overload domain of burnout; r=0.157 (p=0.039). Students with self-perception of bad health had a significant correlation of screen time for non-educational purposes with total burnout score; r=0.234(p=0.04). Scores of total burnout and subtypes of overload, neglect and lack of development were significantly lower in students with self-perception of good health.
 Conclusion: The present study reveals a significant correlation between screen time among medical students and burnout, highlighting the potential impact on both physical and mental health.

The Motivation of the Foreign Students of Vilnius University to Learn Lithuanian as a Second Language

The article analyses the motivation of students of Vilnius University to learn Lithuanian as a second language and determines which sociolinguistic factors have a significant influence on students’ motivation. The main research tool is the questionnaire on motivation to learn Lithuanian as a L2, which was created based on the theories and questionnaires of two linguistic researchers on learning motivation, Robert Gardner (2004) and Zoltán Dörnyei (2010). 89 students of Vilnius University, beginners of Lithuanian language as L2 students, participated in the study. 50 subjects were medical students, 39 were students attending Lithuanian language courses as Erasmus exchange students. The study found that motivation to learn Lithuanian is usually significantly influenced by students’ main reason for choosing to learn Lithuanian. Those who emphasised that they were learning Lithuanian because the course was mandatory for them (i.e., the majority of medical students) had, in most cases, lower motivation to learn Lithuanian. The latter students should be distinguished from those who cite living in Lithuania or the desire to communicate in Lithuanian as reasons for learning Lithuanian. The motivation of these subjects to learn Lithuanian is related to the image of the ideal self, integrative motivation, positive state of the Lithuanian language learning environment, attitude toward the Lithuanian community, interest in L2 learning, and effort to learn Lithuanian. This shows a much closer connection not only with the Lithuanian language itself, but also with the context in which it is learned and used. Significant differences in motivation to learn Lithuanian are also found between medical students and Erasmus exchange students. The motivation of medical students differed from that of Erasmus students, who scored significantly higher only on preventive motivation. Erasmus students, on the other hand, learn Lithuanian under more general cultural and educational incentives (greater interest in Lithuanian culture, motivation to learn L2).

Self-determination theory in ophthalmology education: factors influencing autonomy, competence and relatedness in medical students

ABSTRACT Background The affective components of learning, including student motivation, has yet to be thoroughly investigated in undergraduate ophthalmology education. This study aims to use Self-Determination Theory (SDT) as a framework to describe the variations in student perceptions of motivation in studying ophthalmology through their satisfactions of autonomy, competence and relatedness, and to highlight factors that stimulate or hinder this. Methods Penultimate year medical students from a single tertiary educational institution undertaking a clinical placement in ophthalmology participated in in-depth interviews to explore factors affecting their perceptions of motivation in studying ophthalmology. Interviews were transcribed and analysed according to the principles of interpretive phenomenography through the theoretical framework of SDT. Results Of the 39 students invited, 10 agreed to participate. Variations in perceptions of experiences generated the outcome space. Participants experienced either amotivation, external locus extrinsic motivation, internal locus extrinsic motivation and intrinsic motivation (conceptions of the outcome space). This was described with respect to their satisfaction of autonomy, competence and relatedness (dimensions of the outcome space). Additionally, 21 factors that impacted on motivation were identified, of which five over-arching factors impacted all three basic psychological needs – guidance, growth mindset, assessment, curricular pressure and extracurricular pressure. Conclusions The findings of this study provide a unique insight into the motivation of medical students studying ophthalmology. This provides an exciting opportunity for medical educators to address the affective aspect of learning.

LEARNING THE UKRAINIAN LANGUAGE BY FOREIGN MEDICAL STUDENTS

The article focuses on the issue of learning Ukrainian as a foreign language by students of higher educational institutions and medical students. The textbooks and manuals used by foreign medical students in learning Ukrainian as a foreign language are described. The important methodological techniques in the study of Ukrainian for foreign students are characterized. The functional approach to selecting and presenting language material is highlighted. The focus is placed on the practical aspect of language learning, specifically on the application of Ukrainian as a foreign language in both professional settings and everyday life. The motivation of medical students is of great importance when learning Ukrainian. In order to achieve results in teaching Ukrainian as a foreign language, it is necessary to take into account not only traditional teaching principles and methods (explanatory-illustrative, reproductive, problem-based, partial-exploratory, research), but also innovative (interactive methods, use of modern technical teaching aids, extracurricular situational and thematic language learning, inclusive method, method of cultural and mass activity) which enhance the learning process and the level of students’ knowledge. Internet technologies facilitate students to independently process and study new materials and enable them to have control over knowledge acquisition (online). Simultaneously, these technologies provide teachers with access and editing capabilities of database questions, defining task selection criteria, reviewing database registration forms, and administering these databases. Key words: Ukrainian as a foreign language, learning Ukrainian by foreign medical students, motivation of foreign students, methodology of teaching Ukrainian as a foreign language, methodological techniques for learning Ukrainian as a foreign language.

Medical students’ attitude towards psychiatry: a comparison of past and present

Attitude to psychiatry influences motivation for medical students to successfully achieve in studying psychiatry. With a new generation of students, it would be interesting to investigate how attitudes have changed. This study aimed to compare the attitude of fifth-year medical students toward psychiatry in recent and in the past 24 years. Two samples of fifth-year medical students at Chiang Mai University completed the 30-item attitude to psychiatry (ATP-30); 118 students completed it in 1996, whereas 242 medical students completed it in 2019. Rasch analysis was employed for examining the differences between the total score and individual item scores between the two groups. The total score of ATP in the 2019 group was significantly higher than that in the 1996 group. After misfitting individuals and biased items were removed, only 15 items were valid and useful for a comparison. Of 15 items, 11 were found highly significantly different between two groups (p < 0.001). Negatively worded items, e.g., no strong evidence indicating effectiveness, became easier to score items (increased positive attitude) whereas some positively worded items, e.g., I would like to be a psychiatrist, became more difficult (less positive attitude) comparing between 1996 and 2019. In a comparison between the two methods using the traditional t-test and Rasch analysis, only 5 of 30 items (16.7%) agreed with each other. The overall attitude to psychiatry was significantly higher at the present compared with that in the past. Most items did not differ between the two times. Further studies regarding improving the attitude scale using item response theory such as Rasch should be encouraged.

The application of medical professional English multimedia teaching in clinical education (Enseñanza multimedia del inglés médico profesional en la educación sanitaria)

ABSTRACT Studying foreign languages for medical students is an indispensable requirement in today’s job market. The purpose of the study is to establish the advantages and effectiveness of using multimedia tools in teaching medical English. The study included 133 second-year medical students (79 young men and 54 young women) aged 19 to 21 years. At the end of the study, the total score for the final test in the experimental group was 38.6% higher compared to the baseline. In the control group, it was 21.2% higher with a statistically significant intergroup difference. The final score for writing and grammar in the experimental group increased by 29.9 and 21.9% compared to the baseline and the control group, respectively. The use of multimedia tools in teaching English to medical students is highly effective and contributes to improved speaking, listening skills and long-term memorization of new information. Multimedia tools also increase the interest and motivation of medical students in learning English.

A mixed methods exploration of the emergence of goal orientation in medical students’ individualized learning plans

Purpose Goal orientation (GO) describes an individual’s approach to different achievement situations. Understanding the motivations and approach to achieving goals of medical students is vital with the increasing emphasis on self-directed learning. The purpose of this study was to identify themes in self-improvement reflections that relate to each GO dimension (learning, performance-prove, and performance-avoid). Methods A sequential explanatory mixed methods design was used. GO data was used to categorize students into groups aligning with the GO dimension identified in the previous stage of quantitative analysis. Individualized learning plans (ILPs) for each GO dimension group were coded inductively to identify emergent themes related to goal setting and achievement. Results The learning GO group was the largest of the three GOs. Five themes were identified from inductive analysis: importance of practice, identifying elements that helped, identifying structural barriers, opportunities for improvement, and acknowledging experience. While these themes occur across GO, patterns exist within their ILPs based on GO. Conclusions We identified common themes for motivations of medical students, and these motivations might differ depending on their GO. Further exploration into the themes over the course of their training will provide additional insights on what factors may be involved in student motivations towards learning and achievement. Educators can use this information to individualize feedback and students can better understand their motivations towards achieving goals.

Association of Smartphone Use and Digital Addiction with Mental Health, Quality of Life, Motivation and Learning of Medical Students: A Two-Year Follow-Up Study

Background: Despite studies evaluating the insertion of technology and the use of smartphones in the mental health and learning of medical students, few have investigated these outcomes longitudinally. This study aims to investigate the association between smartphone use and digital addiction with mental health, quality of life, learning, and academic motivation of medical students. Methods: This is a longitudinal study conducted between 2016 and 2018. Socio-demographics, smartphone use, digital dependence (Internet Addiction Test), surface and deep learning approach (Biggs), motivation (Academic Motivation Scale), evaluation of symptoms of depression, anxiety, and stress (DASS- 21) and Quality of Life (WHOQOL-BREF) were assessed. Adjusted regression models were used for data analysis. Results: A total of 269 students were included(51.4% of the total). In the two-year follow-up, despite an increase in the frequency of smartphone use in general and also in the classroom for non-educational activities, no increase in digital dependence was found. In the adjusted models, the frequency of smartphone use and digital dependence were predictors of lower academic motivation and greater surface learning after two years of follow up. However, only digital dependence was a predictor of worse mental health (anxiety, depression, and stress) and worse quality of life. Conclusion: Greater use of smartphones and high addiction scores were associated with worse educational outcomes. Digital dependence was another marker of outcomes in mental health and quality of life. It is important that educators are aware of these negative effects and can guide students on the proper and safe use of these devices.