Introduction:

Motivational strategies involve procedures for promoting emotionally adaptive states, for managing individual well-being, as well as for allowing optimal cognitive and behavioral performance. In the academic field, they improve learning and performance.

Objective:

To determine motivational learning strategies used by first-year dental medicine students from University of Medical Sciences of Camagüey.

Methods:

A descriptive and cross-sectional research was carried out in the Dental Medicine School of Camagüey. The universe consisted of 22 first-year students enrolled in the 2019-2020 academic year to whom the Motivational Learning Strategies Scale was applied. For the study, 42 items were chosen out of the total of 78 that made up the Scale’s questionnaire. The data were processed using descriptive statistics.

Results:

Among the most used strategies were those related to the component value (59.1% in the female sex) and the component affectivity (53.3% in the male sex). The achievement assessment strategy was the most used by females (80.3%) and males (73.3%), followed by generation of positive expectations (80% by males).

Conclusions:

The strategies for assessing achievement and generating positive expectations were the most used in both sexes. The need for developing and improving a greater number of motivational strategies was confirmed. Those that improved effective learning were encouraged.

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