Modeling learning-oriented motivation in health students: a system dynamics approach.

Area of Science:

• Educational Psychology
• Higher Education Studies
• Learning Sciences

Background:

• Motivational practices influence university students' learning orientation.
• The relationship between motivational factors and learning is complex and dynamic.
• Models are needed to understand the temporal dynamics of student motivation.

Purpose of the Study:

• To simulate the temporal dynamics of motivational orientation toward learning in health students.
• To analyze the impact of utility, importance, and autonomy on learning motivation over time.
• To explore the long-term effects of motivational interventions.

Main Methods:

• System dynamics methodology was employed for mathematical modeling.
• Simulations were conducted to observe motivational changes in health students.
• Various scenarios were used to test the behavior of motivational variables.

Main Results:

• Mastery motivation is sensitive to the frequency of importance and autonomy practices.
• Developing Mastery is critical in the initial three semesters; recovery is challenging thereafter.
• Utility-focused motivational practices showed no significant impact on learning motivation.

Conclusions:

• Early implementation of motivational practices is vital for fostering Mastery.
• Interventions focusing on relevance and autonomy are more effective in the long term.
• Higher education institutions should prioritize early motivational support for students.