ArticleBehavioral sciences (Basel, Switzerland)2026
Analysis of Medical Students' Motivation: Insights into the Development of Future Health Professionals.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Mindful attention awareness, creative trait motivation, cognitive flexibility, and achievement goal orientation among medical students: a profile analysis and mediation analysis.Frontiers in psychology · 2026Article
- The mediating role of psychological resilience and coping styles among Chinese medical students in the relationship between perceived social support and learning engagement among medical students.Frontiers in child and adolescent psychiatry · 2026Article
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13 authors.
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Abstract
Medical students experience fluctuations in their motivation, influenced by various factors, including curricular rigor, mental health, and institutional factors. Based on Self-Determination Theory (SDT) and the Four Pillars of Academic Engagement (HPEE), this study, conducted at a private Mexican university, examined motivational variation according to academic year, curricular impact, gender differences, and its relationship with mental health.
methodsA quantitative, cross-sectional, descriptive study was conducted using qualitative tools for contextualization (n = 1326). Mann-Whitney U tests, Kruskal-Wallis tests, logistic regression, and psychological network analysis were performed.
resultsMotivation showed cross-sectional variation: high in preclinical years 1 and 2, decreasing in clinical years 3 and 4 (
conclusionsMotivation is context-sensitive, peaks in the preclinical stage, and recovers with autonomy but is vulnerable during clinical immersion. Autonomy in course selection, active student-centered pedagogies, and gender-sensitive support foster sustained participation. The centrality of intrinsic factors in the network highlights that achievement motivation and knowledge are general and independent motivators. Qualitative data reveal systemic barriers. Stage-specific interventions, such as mentoring, student support programs, and reporting mistreatment, can be crucial for strengthening resilience and performance. Longitudinal and multi-institutional studies are needed to validate the causality and generalizability of this study.
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