Journal of Educational Evaluation for Health Professions (original) (raw)
Bailey & Phillips (2016, Australia) [26]
Explore relationships between motivation, university adaptation, wellbeing, and academic performance
Cross-sectional correlational
184 First-year psychology students, 73% females, mean age 19.3
Self-report of academic performance, academic motivation scale, student adaptation to college guestionnaire, the anxiety and depression subscales of general health guestionnaire, meaning in life guestionnaire, satisfaction with life scale and positive and negative affect schedule
Correlations and hierarchical regression
Outcomes: intrinsic motivation was positively associated with wellbeing, meaning in life, positive emotions and academic performance, and negatively associated with negative emotions. Amotivation had the reverse pattern. Introjected Regulation showed a positive association with positive emotions and with anxiety. Motivational orientations predicted wellbeing, mental health, and academic performance.
Baker (2004, UK) [27]
Examine relations between motivation and adjustment to university, stress, well-being and academic performance
Cross-sectional correlational
91 Second-year psychology students, 78% females, mean age 19.5
Self-report of academic performance, academic motivation scale, college adaptation guestionnaire, general health guestionnaire, and perceived stress scale
Correlations and hierarchical regression
Outcomes: Controlling for gender and age, amotivation led to worse psychosocial adjustment to university, higher levels of perceived stress, and greater psychological. Intrinsic motivation (to know) was associated with lower levels of stress. Neither extrinsic nor intrinsic motivation, nor amotivation were related to academic achievement.
Kusurkaretal. (2011,The Netherlands) [20]
Validity of the Strength of motivation for medical school guestionnaire
Cross-sectional Psychometric
1,494 Medical students from two universities, 72% females
Strength of motivation for medical school guestionnaire, academic motivation scale and exhaustion subscale of Maslach burnout inventory
Correlations, group differences and exploratory factor analysis
Determinants: overall strength of motivation and its subscales of willingness to sacrifice, readiness to start and persistence correlations were positively correlated with autonomous motivation, and it decreased and became negative as moving towards controlled motivation and amotivation.
Kusurkaretal. (2013,The Netherlands) [17]
Explore relationships between motivation, study strategy, effort and academic performance by gender and method ofadmission
Cross-sectional correlational
383 Second-to-six year medical students, 72% females, mean age 23.3
Method ofadmission and academic performance provided by university. Study effort, academic motivation scale and revised study process guestionnaire
Correlations, regression, group differences and structured eguation modelling
Outcomes: relative autonomous motivation was positively associated with good study strategy, which was positively associated with high study effort and better performance. Females and gualitative selection procedures showed a higher self-determined profile.
Kusurkaretal. (2013,The Netherlands) [14]
Implications of gender on motivation, performance, learning approaches, exhaustion, autonomy support and perceived competence
Cross-sectional correlational
95 Fourth year medical students, 71.5% females
Academic performance provided by university. Academic motivation scale, revised study process guestionnaire, Maslach burnout inventory, learning climate guestionnaire and perceived competence guestionnaire
Group differences
Determinants: males reported higher controlled motivation and higher perceived competence even when reporting higher surface learning strategy, lower deep learning strategy and lower or egual performance.
Kusurkaretal. (2013,The Netherlands) [16]
Generate motivational profiles and test associations with different outcomes
Quantitative, Cross-sectional correlational
844 Year one-to-six medical students, 71.5% females
Academic performance provided by university. Academic motivation scale, study hours per week, study process guestionnaire, and exhaustion subscale of Maslach burnout inventory
Correlations, K-cluster, analysis ofvariance and multivariate analysis of covariance
Outcomes: high intrinsic low controlled motivation was associated with good study hours, deep learning strategy, good academic performance and low exhaustion. High intrinsic high controlled motivation was associated with a good learning profile, except showing high surface strategy. Low intrinsic high controlled and low intrinsic low controlled motivation were associated with least desirable learning behaviours.
Orsini etal. (2016, Chile) [23]
Understand how clinical teachers encourage intrinsic motivation
Phenomenology
9 Clinical dental teachers, 7 males, mean age of teaching experience 15
Semi-structured interviews on how teachers supported students'needs for autonomy, competence, and relatedness
Thematic analysis
Determinants: teachers emphasise the influence that the learning climate has on students'intrinsic motivation, stressing the relevance of empowering, supporting and building a horizontal relationship.Themes included: transference of responsibility; personal interests; constructive feedback; vicarious learning experience; teamwork, and safe environment.
Orsini etal. (2015, Chile) [18]
Validity of the academic motivation scale in a dental students sample
Cross-sectional Psychometric
989 Year one-to-six dental students, 62% females, mean age 22.5
Academic performance provided by university. Academic motivation scale, deep and surface motives subscales of revised study process guestionnaire, academic subscale of abbreviated five-factor self-concept guestionnaire, and positive subscale of positive and negative affect schedule
Confirmatory factor analysis, correlations and group differences
Determinants: third and fourth years showed the highest amotivation scores.
Outcomes: intrinsic and identified regulation showed positive correlations with deep motives, academic self-concept and positive affect, and negative correlation with surface motives. Amotivation showed the reverse pattern.
Park etal, (2012, Republic of Korea) [19]
Examine relationships between stress, motivation, personality, academic performance, and depression
Cross-sectional correlational
160 First year medical students, 72.5% males
Academic performance provided by university. Academic motivation scale, medical stress scale, personality inventory, Beck depression inventory, and Hamilton depression scale
Correlations, group difference, regression and path analyses
Determinants: psychopathological was negatively correlated with self-determined motivation.
Sobral (2004, Brazil) [15]
Describe medical students'motivation relationships with different learning outcomes
Cross-sectional correlational with a longitudinal panel design component
297 Second year medical students, 57% males, mean age 20.4
Academic performance provided by university. Academic motivation scale, reflection-in-learning scale, approaches to studying inventory, 4 semesters follow-up on peer tutoring activity, and intention to continue studies
Correlations, K-cluster and group differences
Outcomes: autonomous motivation was associated with higher levels of meaning orientation, reflection in learning, academic achievement, cross-year peer-tutoring, and intention to continue with studies, and had negative relationship with reproductive orientation to learning. Amotivation showed the reverse pattern and controlled motivation was positively related to reproductive orientation.
Outcomes: self-determined motivation was positively associated with performance and negatively associated with depression. Stress was positively correlated with amotivation and identified regulation and negatively correlated with intrinsic motivation and with external regulation.
Stoeberetal. (2011, UK) [28]
Investigate relationships between passion for studying, academic engagement, burnout and motivation
Cross-sectional correlational
103 Second-year psychology students, 89% females, mean age 20
Passion scale, Utrecht Work Engagement Scale-student, Maslach burnout inventory, and Sheldon's idio-graphic method for motivational analysis
Correlations, multiple analysis ofvariance, multiple regression
Outcomes: autonomous motivation showed positive association with harmonious passion and engagement for studying, and negative significant association with burnout. Controlled motivation showed the reverse pattern.
Tanaka etal. (2009, Japan) [13]
Examine relationships between personality traits and intrinsic motivation
Cross-sectional correlational
119 Second year medical students, 70% males, mean age 20.5
Temperament and character inventory and intrinsic motivation scale toward learning.
Regression analyses
Determinants: on simple regression, persistence, self-direct-edness, cooperativeness and self-transcendence were positively associated with intrinsic motivation. On multiple regressions, adjusted for age and gender, persistence, self-directedness, and self-transcendence were positively associated with intrinsic motivation.
Tanaka etal. (2011 Japan) [21]
Examine relationships between academic and family conditions and intrinsic motivation
Cross-sectional correlational
120 Second year medical students, 69% females, mean age 20.5
Self-report of lifestyle, family and academic conditions, and intrinsic motivation scale toward learning.
Regression analyses
Determinants: spending time with family, taking pleasure in school and learning, understanding lectures, and attending school regularly, were positively associated with intrinsic motivation.
Williams & Deci (1996, USA) [7]
Exploration of SDT in students'adoption of psychosocial values and an autonomy-supportive style in patient interviewing skills
Longitudinal-pan-el design
Study 1:91 second-year medical students
Data collection: two times over 24 weeks on study 1 and five times on study 2 (three within the course, after 6 months, and after 2 years)
Correlations and regression analyses
Determinants and outcomes: positive relations between autonomous motivation, psychosocial beliefs, and perceived competence at interviewing before starting the course; perceived autonomy supportiveness of instructors promoted autonomous motivation, perceived competence, psychosocial beliefs, and behaving more autonomy-supportive with simulated patients. Increased relative autonomy mediated relations between instructors'autonomy support and the enhancement of psychosocial values and perceived competence.
Study 2:56 second-year medical students and course instructors
Instruments: physician psychosocial belief scale, general causality orientations scale, learning climate guestionnaire, learning self-regulation guestionnaire, interviewing competence scale, instructors'psychosocial beliefs, and health-care climate guestionnaire
Williams etal. (1994, USA) [25]
Compare effects of facilitating students'interest' versus'controlling students learning'during internal medicine clerkship
Cross-sectional correlational
89 Fourth year medical students at two Universities
Modified learning climate guestionnaire, competence in internal medicine scale, interest in internal medicine scale, pressure, tension scale, internal medicine career choice, and prior likelihood for career choice
Correlations, and structured eguation modelling
Determinants and outcomes: an autonomy supportive learning climate predicted increased perceived competence and interest, which in turn predicted specialty choice. Conversely, a controlling learning climate did not predict perceived competence or interest.
Williams etal. (1997, USA) [24]
Examine relationships between a utonomy-support, perceived competence, interest, prior likelihood and choosing internal medicine or surgery as a career
Cross-sectional correlational
210 Fourth year medical students at three Universities, 61% males, mean age 27.4
Modified learning climate guestionnaire, competence in internal medicine and surgery scale, interest in internal medicine scale, internal medicine and surgery career choice, and prior likelihood for career choice
Correlations, multiple regression and structured eguation modelling
Determinants and outcomes: perceived autonomy support predicted students'choices of internal medicine or surgery, even after the effects of prior (and actual) likelihood had been removed.
Wouters etal. (2014, The Netherlands) [22]
Investigate type of motivation and differences between selected and non-selected applicants of medical school.
Phenomenology
96 Applicants, 72% females, mean age 23
Document review of motivation statements
Thematic and content analysis, and fre-guencyand group comparison
Determinants: selected and non-selected applicants did not differ in types of motivation, reporting mainly autonomous motivation for applying. Findings raise guestions on the validity and reliability of the statement on motivation as a tool for selection.