Bilateral Interactions between Demographic Variables of the Degrees of Cognitive Motivation to Learn among the Students of the Faculty of Medicine at the University of Jordan

摘要

The study aimed to investigate the number of students in the Faculty of Medicine at the University of Jordan, distributed according to personal and demographic variables, and to determine the mean degrees of cognitive motivation for learning, and distributing them among the variables of the study, and the extent of bilateral interactions between the degrees of motivation and the research variables. The study sample consisted of (254) students in the first, third and fifth years, distributed as (92) male students and (153) female students. A cognitive motivation measure was established, in addition to the measurement of: personality style, the ideas about the university, and the level of thinking. A Bilateral analysis was conducted to the variables; results showed that there were significant differences in the interaction between demographic variables and the degrees of cognitive motivation for learning. The study also showed an interaction that is statistically significant between the average score at the college and both the thinking level and the idea about the university. The study concludes with a set of recommendations based on the results of the study.