Autoeficácia acadêmica, motivação e autorregulação da aprendizagem no desenvolvimento de competências profissionais na formação médica

• Ano de defesa: 2023
• Autor(a) principal: BRESSA, Rebeca Carvalho
• Orientador(a): Murgo, Camélia Santina
• Banca de defesa: Turan, Sevgi , Bzuneck, José Aloyseo , Barros, Leonardo de Oliveira , Sousa, Sidinei de Oliveira , Rodrigues, Felipe Viegas
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Doutorado em Educação
• Departamento: Doutorado em Educação
• País: Brasil
• Palavras-chave em Português: autoeficácia; motivação; autorregulação da aprendizagem; estudantes de medicina; educação baseada em competências
• Palavras-chave em Inglês: self-efficacy; motivation; learning self-regulation; medical students; competency-based education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1562

The university environment brings together a series of factors intertwined in medical training. Current research aims to verify the relationships between academic self-efficacy, motivation and self-regulation of learning in medical students. This is a quantitative research with an exploratory approach. Being divided into four studies. In the first two, the focus was on carrying out a systematic literature review with meta-analysis, covering academic self-efficacy and competency-based education in health sciences and clinical competencies in the medical curriculum. The third research involved adapting the Medical Achievement Self-Efficacy Scale (MASS) to the Brazilian reality, verifying its psychometric parameters with an assessment of the internal structure through Exploratory Factor Analysis (AFE) and Confirmatory Factor Analysis (CFA). The fourth study addressed the correlations between academic self-efficacy, motivation and self-regulation of learning in medical students. The instruments used were: Sociodemographic Questionnaire (QSCA), Medical Achievement Self-Efficacy Scale (MASS), Self-Regulation Instrumentality Questionnaire (QIAR) and Motivation Scale for University Students (EMA-U). 378 medical students participated in the study to analyze the internal structure, the majority from private universities (n = 302, 79.894%), with an average age of 24.07 years (SD = 5.964), 261 (69.048%) female, from different regions of Brazil. For data analysis, descriptive statistics, Pearson correlation, Student's t test, and ANOVA tests were generated. Systematic reviews showed positive correlations between academic self-efficacy and skills development. Altogether, the analysis demonstrated that the MASS assesses self-efficacy in only one dimension, even though its items are aimed at different domains of medical competence: specialist, communicator, collaborator, leader, health advocate, academic and professional. The instrument presented good psychometric quality.