School of Education
Doctor of Education in Curriculum & Instruction (EdD)
noncognitive variables, self-directed learning, self-regulation, motivation, autonomous functioning, learning strategies, grit
Keim Wibbeler, Jennifer Lynn, "A Correlational Study of Noncognitive Variables and Student Success in Dental Education" (2022). Doctoral Dissertations and Projects. 3851.
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.