Fitting a Model to Students' Cognitive engagement: A Step Towards Accountable Education in Medical Education

Introduction: Motivation is one of the most important effective factors in learning. It can lead to long-lasting learning in connection with identity. Creating an appropriate setting for development and actualization of students with different Scientific, social and cultural abilities is one of the accountable education package’s The Health System Evaluation Plan. Whereas emotion regulation and management is one of the important needs of students and empowering them in this field is a necessity. Method: Present study is a kind of non-experimental design. To speak more precisely, it is a type of correlations design which has analyzed a structural pattern of variables relationship, done in 2016 in Sabzevar university of medical Sciences, 720 students was selected using multistage cluster sampling as  the sample group  and employed Berzonsky’s identity style Inventory (ISI-3), achievement goals scale of Midgley et al(PALS), and motivated strategies for learning questionnaire (MSLQ). Data was analyzed using path analysis. Results: nformational identity style has both direct and indirect effect (through the intervening role of mastery goals) on cognitive engagement (P<0.01). Normative identity style has an effect The path from diffuse-avoidant identity style to performance-avoidance goals was excluded from fitted model, fitted model predicts 41% of cognitive engagement. Conclusion: Inorder to improve learning, cognitive engagement (mental efforts) can be targeted using motivational and identity variables

Fitting a Model to Students' Cognitive engagement: A Step Towards Accountable Education in Medical Education

Introduction: Motivation is one of the most important effective factors in learning. It can lead to long-lasting learning in connection with identity. Creating an appropriate setting for development and actualization of students with different Scientific, social and cultural abilities is one of the accountable education package’s The Health System Evaluation Plan. Whereas emotion regulation and management is one of the important needs of students and empowering them in this field is a necessity. Method: Present study is a kind of non-experimental design. To speak more precisely, it is a type of correlations design which has analyzed a structural pattern of variables relationship, done in 2016 in Sabzevar university of medical Sciences, 720 students was selected using multistage cluster sampling as  the sample group  and employed Berzonsky’s identity style Inventory (ISI-3), achievement goals scale of Midgley et al(PALS), and motivated strategies for learning questionnaire (MSLQ). Data was analyzed using path analysis. Results: nformational identity style has both direct and indirect effect (through the intervening role of mastery goals) on cognitive engagement (P<0.01). Normative identity style has an effect The path from diffuse-avoidant identity style to performance-avoidance goals was excluded from fitted model, fitted model predicts 41% of cognitive engagement. Conclusion: Inorder to improve learning, cognitive engagement (mental efforts) can be targeted using motivational and identity variables

Fitting a Model to Students' Cognitive engagement: A Step Towards Accountable Education in Medical Education

Introduction: Motivation is one of the most important effective factors in learning. It can lead to long-lasting learning in connection with identity. Creating an appropriate setting for development and actualization of students with different Scientific, social and cultural abilities is one of the accountable education package’s The Health System Evaluation Plan. Whereas emotion regulation and management is one of the important needs of students and empowering them in this field is a necessity. Method: Present study is a kind of non-experimental design. To speak more precisely, it is a type of correlations design which has analyzed a structural pattern of variables relationship, done in 2016 in Sabzevar university of medical Sciences, 720 students was selected using multistage cluster sampling as  the sample group  and employed Berzonsky’s identity style Inventory (ISI-3), achievement goals scale of Midgley et al(PALS), and motivated strategies for learning questionnaire (MSLQ). Data was analyzed using path analysis. Results: nformational identity style has both direct and indirect effect (through the intervening role of mastery goals) on cognitive engagement (P<0.01). Normative identity style has an effect The path from diffuse-avoidant identity style to performance-avoidance goals was excluded from fitted model, fitted model predicts 41% of cognitive engagement. Conclusion: Inorder to improve learning, cognitive engagement (mental efforts) can be targeted using motivational and identity variables.Introducción: La motivación es uno de los factores efectivos más importantes en el aprendizaje. Puede conducir a un aprendizaje duradero en relación con la identidad. La creación de un entorno apropiado para el desarrollo y la actualización de estudiantes con diferentes habilidades científicas, sociales y culturales es uno de los planes de evaluación del sistema de salud del paquete educativo responsable. Considerando que la regulación y el manejo de las emociones es una de las necesidades importantes de los estudiantes y empoderarlos en este campo es una necesidad. Método: El presente estudio es una especie de diseño no experimental. Para hablar más precisamente, se trata de un tipo de diseño de correlaciones que ha analizado un patrón estructural de relación de variables, realizado en 2016 en la Universidad de Ciencias Médicas de Sabzevar, se seleccionaron 720 estudiantes utilizando un muestreo por conglomerados multietapa como grupo muestral y emplearon el Inventario de estilos de identidad de Berzonsky. (ISI-3), escala de metas de logro de Midgley et al (PALS) y cuestionario de estrategias motivadas para el aprendizaje (MSLQ). Los datos se analizaron mediante análisis de ruta. Resultados: el estilo de identidad informacional tiene un efecto directo e indirecto (a través del papel intermedio de las metas de dominio) sobre el compromiso cognitivo (P <0.01). El estilo de identidad normativo tiene un efecto El camino desde el estilo de identidad de evitación difusa hasta las metas de evitación del desempeño se excluyó del modelo ajustado, el modelo ajustado predice el 41% de compromiso cognitivo. Conclusión: Con el fin de mejorar el aprendizaje, el compromiso cognitivo (esfuerzos mentales) puede enfocarse utilizando variables motivacionales e identitarias