Relationship between individual educational motivation and perception of the educational environment in dentistry students at the Pedro Henríquez Ureña National University in two cycles of their training: preclinical and clinical
Description
The educational environment comprises various physical, social, pedagogical, and emotional factors that directly impact the teaching and learning processes. The quality of the teaching staff, availability of resources, institutional environment, and emotional climate influence students' well-being and academic performance. A positive environment promotes proactive attitudes toward learning and improves motivation. Educational motivation refers to internal (intrinsic) and external (extrinsic) factors that drive students to commit to learning. These factors are manifested through greater effort, persistence, and academic success. This study aimed to determine the relationship between educational motivation and perception of the educational environment among dental students at the Universidad Nacional Pedro Henríquez Ureña during two training cycles: preclinical and clinical. To this end, 177 students who met the established inclusion criteria were surveyed. The results revealed that students in the clinical cycle who reported a more favorable perception of the educational environment in all the evaluated dimensions (learning, teachers, and the academic and social environments) presented increased levels of educational motivation by the end of the cycle (mean = 88; 13% with high motivation).
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To carry out this research, formal authorization was initially obtained from the Directorate of the Dental Clinic of the Pedro Henríquez Ureña National University (UNPHU). Prior to data collection, a pilot test and operator calibration process were conducted to validate the feasibility of the study and standardize the application of the instrument. The sample consisted of preclinical (I, II, and III) and clinical (I to VII) students enrolled in the May-August 2025 period, in the shifts from 9:00 a.m. to 12:00 p.m., from 1:00 p.m. to 4:00 p.m., and from 5:00 p.m. to 8:00 p.m., meeting the inclusion criteria, for a total of 177 participants. Data collection was carried out using a digital questionnaire sent to the students' institutional email addresses, accompanied by informed consent. In addition, it was administered in person in classrooms, using electronic devices (iPads or mobile phones) to ensure the participation of those who did not have digital access. Teachers were also coordinated to contact students who were absent during the process. Statistical analysis was performed using STATA v17 software (StataCorp, USA), beginning with descriptive statistics (frequency tables, measures of central tendency, and graphs) and followed by normality tests (Kolmogorov-Smirnov and Shapiro-Wilks). According to the results, inferential analyses and correlation tests were applied between Based on the results, inferential analyses and correlation tests were applied between the scores on the DREEM and EAML-G scales. All international ethical principles were complied with, ensuring confidentiality, informed consent, and respect for the autonomy of the participants. The research team also completed the Good Clinical Practices course to support their ethical commitment to the study.
Institutions
- Universidad Nacional Pedro Henriquez Urena