ArticleBMC medical education2021
Academic motivation among senior students majoring in rehabilitation related professions in China.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Assessing changes in academic motivation across medical training stages: a longitudinal study in Malaysia.Annals of medicine · 2026Article
- A cross-sectional study exploring academic motivation among rehabilitation science students under different teaching approaches in China.Scientific reports · 2026Article
- Academic motivation in association with mental health and quality of life among medical and health science students: a survey in Vietnam.BMC medical education · 2025Article
- Enhancing peer teaching and psychological outcomes in medical education through structured formative assessment: a quasi-experimental study.Frontiers in psychology · 2025Article
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2 authors.
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Abstract
OBJECTIVE/
backgroundIn mainland China, most universities offer general rehabilitation curricula rather than specialized curricula. The purpose of the current study is to investigate senior students' academic motivation for rehabilitation and examine whether it varies among different curriculum structures, students' gender, specific interests, and parental average education level.
methodsThis cross-sectional study recruited both senior students in general and those who specialized in rehabilitation curricula using an online survey. The Academic Motivation Scale (AMS) was used to measure academic motivation.
resultsThe response rate was 74.68%, and 59 senior students in total (male: 34.48%; female: 65.52%) were analyzed. Twenty-nine (50.00%) students were from a general rehabilitation curriculum at Guangxi Medical University, and the rest (n = 29, 50.00%) were from a specialized curriculum at West China Medical School of Sichuan University. The overall average academic motivation score was 30.96 ± 5.92. Students in the specialized rehabilitation curriculum (32.85 ± 6.26) showed a significantly higher academic motivation score than those in the general rehabilitation curriculum (29.10 ± 5.00, p<0.05). Male (31.13 ± 5.67) and female (30.88 ± 6.12) students had equally high scores (p = 0.88). Students who had specific interests (29.81 ± 4.73) and those who did not (24.69 ± 4.92) shared the same academic motivation (t = 2.00, p = 0.06).
conclusionsSenior rehabilitation science students in specialized curricula have higher levels of academic motivation than those in general curricula. There was no significant difference in academic motivation scores based on students' gender, specific interests, or parental average education levels.
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