The Influences of Motivational Factors on Anatomy Students- An Original Research
Main Article Content
Background: Success in anatomy coursework is essential for future success in the medical field because it is a cornerstone subject in medical education. Student achievement in anatomy classes can be affected by a number of critical factors, including motivation. The mtoivation of this study was to look into how motivational factors affected the academic success of anatomy students.
Methods: A survey measuring students' degrees of autonomy, competence, relatedness, and academic success was completed by 120 anatomy students in total. To ascertain the links between the motivating elements and academic success, correlation and regression analysis were used on the data.
Results: Students studying anatomy concluded that autonomy, competence, and relatedness were major indicators of academic success. Students who felt in charge of their education, believed in their own abilities, and connected to others tended to do better in school.
Conclusion: The results of this study imply that in order to support academic achievement among anatomy students, educators and institutions should give special attention to developing a learning environment that promotes autonomy, competence, and relatedness. Teachers may support students in becoming more motivated and engaged in their learning, which will ultimately lead to better academic results, by giving them opportunities to take ownership of their education, recognising their accomplishments, and developing strong relationships with peers and teachers.
Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68-78.
Kusurkar RA, Ten Cate TJ, Vos CM, Westers P, Croiset G. How motivation affects academic performance: a structural equation modelling analysis. Adv Health Sci Educ Theory Pract. 2013;18(1):57-69.
Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. New York: Plenum; 1985.
Vallerand RJ, Pelletier LG, Blais MR, Brière NM, Senécal C, Vallières EF. The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Meas. 1992;52(4):1003-1017.
Deci EL, Ryan RM. The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychol Inq. 2000;11(4):227-268.
Csikszentmihalyi M. Flow: The psychology of optimal experience. New York: Harper and Row; 1990.
Deci EL, Koestner R, Ryan RM. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychol Bull. 1999;125(6):627-668.
Sobral DT. What kind of motivation drives medical students' learning quests? Med Educ. 2004;38(9):950-957.
Pintrich PR, Schunk DH. Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice-Hall; 1995.
Craik FI, Lockhart RS. Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior. 1972;11(6):671-684.
Eccles JS, Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology. 2002;53:109-132.
Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 1977;84(2):191-215.
Wigfield A, Eccles JS. Expectancy–value theory of achievement motivation. Contemporary Educational Psychology. 2000;25(1):68-81.
Elliot AJ. Approach and avoidance motivation and achievement goals. Educational Psychologist. 1999;34(3):169-189.
Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 1992;84(3):261-271.