Achievement goals, study strategies, and academic performance among early-stage medical students

Medical education demands rigorous self-regulation and effective study strategies, yet many students struggle with passive learning and a lack of formal guidance. This study investigated the relationship between preferred study materials, achievement goals (mastery-approach, performance-approach, and performance-avoidance), and academic performance in the early years of medical training. An analytical cross-sectional study was conducted with 279 first- and second-semester medical students at a Brazilian university between 2023 and 2024. Participants completed a sociodemographic survey, a validated achievement goals scale (EMAPRE-U), and a questionnaire on study resource usage. Academic performance was measured via official Grade Point Average (GPA). Statistical analyses included Kruskal-Wallis tests and Spearman rank-order correlations. The mean GPA was 7.91 (SD = 0.80). A striking 91.8% of students reported never receiving professional guidance on study methods. Lecture slides were the most utilized resource (74.9% “always”). Mastery-approach goals were predominant (Mean = 2.53) and showed a significant positive correlation with GPA (rho = 0.205; p = 0.006). Conversely, performance-avoidance behaviors—such as fear of asking questions—were common (51.6%) and negatively correlated with GPA (rho = -0.166; p < 0.05$). Additionally, lower perceived difficulty in mastering content and preparing for exams was significantly associated with higher academic success. While students exhibit high intrinsic motivation (mastery orientation), they rely heavily on passive study materials and face challenges in self-regulated learning. The high prevalence of students without formal study guidance, combined with the negative association observed with avoidance goals, suggests that medical curricula must go beyond content delivery. Institutions should implement structured support and mentorship to foster deep learning strategies and enhance students’ ability to manage extensive academic demands.