Free Access
Issue
Pédagogie Médicale
Volume 17, Number 4, Novembre 2016
Page(s) 243 - 253
Section Références
DOI https://doi.org/10.1051/pmed/2017006
Published online 4 septembre 2017
  1. Kusurkar RA, Ten Cate TJ, van Asperen M, Croiset G. Motivation as an independent and a dependent variable in medical education: a review of the literature. Med Teach 2011;33:e242-62. [CrossRef] [PubMed] [Google Scholar]
  2. Barker J, Olson J. Medical students’ learning strategies: evaluation of first year changes. J Miss Acad Sci 1997;42:96-100. [Google Scholar]
  3. Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ 2012;46:678‑88. [CrossRef] [PubMed] [Google Scholar]
  4. Kusurkar RA, Ten Cate TJ, Vos CMP, Westers P, Croiset G. How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ Theory Pract 2013;18:57‑69. [CrossRef] [PubMed] [Google Scholar]
  5. Sobral DT. What kind of motivation drives medical students’ learning quests? Med Educ 2004;38:950‑7. [CrossRef] [PubMed] [Google Scholar]
  6. Wilson J. A two factor model of performance approach goals in student motivation for starting medical school. Issues Educ Res 2009;19:271‑81. [Google Scholar]
  7. Viau R. La motivation en contexte scolaire. Bruxelles : De Boeck, 2009. [Google Scholar]
  8. Holland C. Critical review: medical students’ motivation after failure. Adv Health Sci Educ Theory Pract 2016;21:695‑710. [CrossRef] [PubMed] [Google Scholar]
  9. Graham S, Weiner B. Theories and principles of motivation. In : Berliner DC, Calfee RC (eds.). Handbook of Educational Psychology. New York: Macmillan, 1996:63‑84. [Google Scholar]
  10. Stipek D. Motivation to learn: from theory to practice. Boston: Allyn and Bacon, 2002. [Google Scholar]
  11. Bandura A. Self-efficacy: the exercise of control. New York: W.H. Freeman & Company, 1997. [Google Scholar]
  12. Murphy PK, Alexander PA. A motivated exploration of motivation terminology. Contemp Educ Psychol 2000;25:3‑53. [CrossRef] [PubMed] [Google Scholar]
  13. Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate O. Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Acad Med 2012;87:735‑43. [Google Scholar]
  14. Eccles JS, Wiglfield A, Schiefele U. Motivation to succeed. In : Damon W (ed.). Handbook of Child Psychology. New York: J. Wiley, 1998:1017‑95. [Google Scholar]
  15. Pintrich PR, De Groot V. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol 1990;82:33‑40. [Google Scholar]
  16. Pintrich PR, Schrauben B. Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In : Schunk DH, Meece JL (eds.). Student perceptions in the classroom. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992:149‑83. [Google Scholar]
  17. Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol 2000;55:68‑78. [CrossRef] [PubMed] [Google Scholar]
  18. Lens W, Decruyenaere M. Motivation and de-motivation in secondary education: Student characteristics. Learn Instr 1991;1:145‑59. [CrossRef] [Google Scholar]
  19. Pelaccia T, Delplancq H, Triby E, Leman C, Bartier J-C, Dupeyron J-P. La motivation en formation : une dimension réhabilitée dans un environnement d’apprentissage en mutation. Pédagogie Médicale 2008;9:103‑21. [CrossRef] [EDP Sciences] [Google Scholar]
  20. McKeachie W, Svinicki M. McKeachies’ teaching tips: strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin, 2013. [Google Scholar]
  21. Hopstock LA. Motivation and adult learning: a survey among hospital personnel attending a CPR course. Resuscitation 2007;76:425‑30. [CrossRef] [PubMed] [Google Scholar]
  22. TenCate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Med Teach 2011;33:961‑73. [Google Scholar]
  23. Dent J, Harden R. A practical guide for medical teachers. Ediburgh: Churchill Livingstone, 2001. [Google Scholar]
  24. Paris S, Turner JC. Situated motivation. In: Pintrich, PR, Brown DR, Weinstein CE (eds.). Student motivation, cognition, and learning. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994:213‑37. [Google Scholar]
  25. Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Med Teach 2011;33:978‑82. [CrossRef] [PubMed] [Google Scholar]
  26. Pedersen S. Motivational orientation in a problem-based learning environment. J Interact Learn Res 2003;14:51‑77. [Google Scholar]
  27. Pelaccia T, Delplancq H, Triby E, Bartier J-C, Leman C, Dupeyron J-P. Impact of training periods in the emergency department on the motivation of health care students to learn. Med Educ 2009;43:462‑9. [CrossRef] [PubMed] [Google Scholar]
  28. Wigfield A, Eccles JS. Expectancy–value theory of achievement motivation. Contemp Educ Psychol 2000;25:68‑81. [Google Scholar]
  29. Cottin V, Mornex J-F, Cordier J-F. Enseignement magistral : intérêt potentiel de son intégration aux stages hospitaliers et de la réalisation de contrôles de connaissance impromptus. Pédagogie Médicale 2002;3:97‑100. [CrossRef] [EDP Sciences] [Google Scholar]
  30. Mann KV. Motivation in medical education: how theory can inform our practice. Acad Med 1999;74:237‑9. [CrossRef] [Google Scholar]
  31. van de Ridder JMM, Stokking KM, McGaghie WC, ten Cate OTJ. What is feedback in clinical education? Med Educ 2008;42:189‑97. [CrossRef] [PubMed] [Google Scholar]
  32. Flowerday T, Schraw G, Stevens J. The role of choice and interest in reader engagement. J Exp Educ 2004;72:93‑114. [CrossRef] [Google Scholar]
  33. Katz I, Assor A. When choice motivates and when it does not. Educ Psychol Rev 2007;19:429. [CrossRef] [Google Scholar]
  34. Reeve J, Nix G, Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. J Educ Psychol 2003;95:375‑92. [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.