Abstract
Objective: To investigate the role of motivational factors and learning strategies in predicting academic success and performance on standardized examinations among pharmacy students.
Methods: The Motivated Strategies for Learning Questionnaire was used to assess students' motivation as well as their learning strategies. A retrospective analysis was conducted to examine the relationship between the Motivated Strategies for Learning Questionnaire scores and pre-pharmacy admission characteristics, academic performance, and scores on standardized test [Pharmacy College Admission Test, Pharmacy Curriculum Outcomes Assessment, and Pre-North American Pharmacist Licensure Examination and North American Pharmacist Licensure Examination ].
Results: Data from 720 students were included. Intrinsic motivation significantly correlated with GPA during semesters 3 through 5 of the pharmacy program. However, motivation scales did not show significant relationships with performance on standardized tests. Learning strategies such as metacognitive self-regulation and elaboration were commonly employed yet were not strongly correlated with grade point average or test outcomes. Resource management strategies, including time management and effort regulation, were utilized by students but did not directly predict academic success.
Conclusion: Intrinsic motivation plays a significant role in academic performance. Students with higher intrinsic motivation consistently achieved higher grade point averages, indicating the importance of fostering a sense of internal drive and commitment to the curriculum.
MESH Terms: Pharmacy Education, Learning Strategies, Self-Efficacy, Test Anxiety, Academic Performance, Motivation, Standardized Tests, Time Management, Effort Regulation