The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students

Purpose: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels.Methods: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%).The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study.The final grade was used as the academic achievement (GPA).We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions.Results: Premedical students revealed higher performance approach and higher self-efficacy than medical students.First-year medical students had higher mastery goal.Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students.Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level.Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students.Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students.For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants.Mastery goal in premedical students and selfefficacy in third-year medical students significantly predicted academic achievement.Conclusion: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.