Date

9-9-2022

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Nathan Street

Keywords

noncognitive variables, self-directed learning, self-regulation, motivation, autonomous functioning, learning strategies, grit

Disciplines

Education

Abstract

In 1995, the Institute of Medicine (IOM) published Dental Education at the Crossroads: Challenges and Change, advocating for a revolution in dental education. Notably, it recommended that course content, structure, and delivery be modernized in response to graduating clinicians lacking the critical thinking and problem-solving skills required in a patient care setting. To help determine if current dental education trends are promoting these skills, the purpose of this cross-sectional, correlational study is to investigate the relationship between students' noncognitive variables (self-regulation, intrinsic motivation, autonomous functioning, learning strategies, and grit), as predictor variables, and self-directed academic performance (as measured by end-of-term Yammer scores), the criterion variable. Eighty-eight participants were recruited, via convenience sampling, to participate in this study. The Learning Self-Regulation Questionnaire, Index of Autonomous Functioning, Motivated Strategies for Learning Questionnaire, and Grit Questionnaire were distributed in a single software package facilitated by Qualtrics. The results of the multiple regression analysis demonstrated no predictive relationship between this model of noncognitive variables and self-directed learning, explaining only 0.3% of the variance. The study conclusions, implications, and recommendations for future research are discussed.

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