Exploring the correlation between academic achievement and self-regulated learning on critical thinking in undergraduate medical students

Abstract

Objective: This study examines the relationship among medical students’ academic achievement, self-regulated learning, and critical thinking ability. Methods: This study employed a cross-sectional analytical design involving 120 medical students. The Critical Thinking Tools (CriTT) questionnaire, validated instrument for measuring critical thinking skills, was used. Academic achievement was assessed using Grade Point Average (GPA), and self-regulated learning was evaluated using the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis included Spearman’s rank correlation and multiple linear regression using SPSS version 24 to examine association between variables with statistical rigor. Results: This study shows that the respondents demonstrated an average critical thinking score of 198.13 ± 25.14. The average GPA of the respondents was 3.60 ± 0.16. The respondents exhibited an average self-regulated learning score of 184.12 ± 19.68. Bivariate analysis showed significant relationships between critical thinking ability and self-regulated learning (p = 0.000). Conclusion: The findings highlight the significant role of self-regulated learning in fostering critical thinking, whereas academic achievement, as measured by GPA, was not a significant predictor. These insights advocate for pedagogical reforms in medical education to nurture reflective and analytical learning environments.