Abstract
ObjectivesThis study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. MethodsThis was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). ResultsMean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). ConclusionsDue to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.
Highlights
There is a transformation of motivation theory in both medical and non-medical fields that is leaning toward qualitative instead of quantitative theory
Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement
The high quality of self-determination motivation can be obtained with three basic psychological needs of the students, which are satisfied through learning environment supports
Summary
There is a transformation of motivation theory in both medical and non-medical fields that is leaning toward qualitative instead of quantitative theory. The limitation of quantitative theory is the inability to explain different levels of motivation in students, such as why some students are highly motivated while others have low motivation. Selfdetermination theory (SDT) is a qualitative theory that can explain different levels of motivation. The theory is gaining popularity in medical education because it provides new insights that high motivation can be achieved through teachers’ autonomy support and learning environment.[1,2,3] the amount of SDT application and research in medical education is limited, some results have successfully demonstrated that high self-determination motivation plays an important role in increasing medical students’ academic achievement, learning strategies, study efforts and reducing students’ exhaustion during the learning process.[4,5,6] The high quality of self-determination motivation can be obtained with three basic psychological needs of the students, which are satisfied through learning environment supports. These supports will improve medical students’ academic achievements, communication skills and retention during teaching and learning activities.[7, 8]
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