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A Study of Necessary Beliefs Regarding Learning that Improve the Learning Outcomes of Dentistry College Students

Uchida Ryuji, Tsuzuki Takashi, Kodama Jun, Maruta Michito, Okamoto Fujio, Kawaguchi Tomohiro, Ohgi Kimiko, Ishikawa Hiroyuki and Takahashi Yutaka

Learning activities are influenced by views and understanding of learning, which are collectively termed as learning beliefs. These beliefs are created by individuals from their experiences, and they influence learning in many ways. However, no adequate scales for the comprehensive measurement of learning beliefs to create effective learning methods and heighten learning outcomes have been developed. We have previously considered strategies to improve learning outcomes in dentistry colleges, reporting that it is necessary for learning strategies including deep processing to take root in students. However, in educational psychology, it is understood that learning beliefs are factors that precede the use of learning strategies. Focusing on learning beliefs (ideas regarding effective learning and learning methods) in dentistry college education, we carried out a maximum likelihood method-based factor analysis of 24 learning belief scales, investigating the correlations of their subscales in students with learning outcomes in the top and bottom 25%. Our results can be used to understand the abilities and characteristics of dentistry college students and to provide school support.