Association of Self-regulated Learning with Motivation and Career Preference Among Medical Students

Introduction: Self-regulated learning (SRL) is a useful concept to facilitate learning among medical students at the individual level so that they become lifelong learners. This study was planned to examine the SRL practices of year 1 and 2 medical students during the COVID-19 pandemic and correlations with their motivations to join medicine and their future career preferences. Methods: The study was conducted between January and April 2022. Modified Motivated Strategies for Learning Questionnaire instrument and an in-house validated and published questionnaire to assess motivation to study medicine and career preference were administered online after written informed consent. The challenges perceived and measures taken by students during remote learning were collected by open-ended questions. Pearson correlations between factor scores and an independent samples t -test to compare mean factor scores were done in SPSS v21. Content analysis of qualitative responses was done. Results: 88 out of the 200 eligible students participated. Positive significant correlations were found between the factors related to SRL and positive factors related to motivation to study medicine (Pearson’s r > 0.3 and P < .001) but not to negative motivational factors. Similar associations were observed for factors related to specialty preference as well. Conclusions: Several measures taken by students during the online classes conducted during COVID-19 demonstrated elements of SRL to overcome the challenges they faced. SRL factors were positively associated with motivation to study medicine and specialty preference factors.