ArticleJournal of medical education and curricular development
Sources and Changes in Medical Student Motivation: A Longitudinal Self-Determination Theory Analysis.
Article in Journal of medical education and curricular development. 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.
- Enhancing eXcellence Through Community, Empowerment, and Learning (EXCEL): a Pilot Study of a Self-Determination Theory-Informed Peer-Facilitated Psychoeducational Intervention for Health Sciences Trainees.Medical science educator · 2026Article
- Self-directed learning ability and online student engagement among nursing students: the mediating role of information literacy and the moderating role of self-control.Frontiers in psychology · 2026Article
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Authors and funding
4 authors.
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Abstract
Background: Motivation is a key determinant of engagement, learning, and well-being for medical students. Guided by Self-Determination Theory, this study examined the intrinsic and extrinsic contributions to motivation across the medical school curriculum using the Work Extrinsic and Intrinsic Motivation Scale (WEIMS). Methods: This longitudinal study surveyed medical students using the 18-item WEIMS at 5 timepoints: 0 months (matriculation), 12 months, 18 months, 30 months, and 48 months (graduation). Subscales represented 6 motivational types: Intrinsic, Integrated, Identified, Introjected, External, and Amotivation. While the first three subscales reflect forms of autonomous or self-driven motivation, the latter three capture motivation influenced by external pressures or the absence of motivation, altogether. Composite indices included the Work Self-Determination Index (W-SDI), which summarizes how much a person's motivation comes from within themselves versus outside pressures. Reliability was assessed with Cronbach's alpha, and longitudinal differences were evaluated with 1-way analysis of variance and Welch Results: A total of 1828 surveys were analyzed. Overall, Work Self-Determined Motivation was significantly higher than Work Non-Self-Determined Motivation at all measured timepoints. W-SDI scores were significantly higher at matriculation (mean (SD): 15.387 (5.99)) compared to 18 months (12.13 (6.94), Conclusions: Medical students' motivation is dynamic throughout training. Self-determined motivation is higher than non-self-determined motivation at all time points but declined slightly throughout training. These results may help guide the development of curricula that enhance autonomy, competence, and relatedness to sustain intrinsic motivation throughout medical education.
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