How motivation affects academic performance: a structural equation modelling analysis

• Published in: Advances in health sciences education : theory and practice Vol. 18; no. 1; pp. 57 - 69
• Main Authors: Kusurkar, R. A., Ten Cate, Th. J., Vos, C. M. P., Westers, P., Croiset, G.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.03.2013; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Adolescent; Adult; Confidence Intervals; Education; Educational Measurement; Female; Foreign Countries; Gender Differences; Goodness of Fit; Grade Point Average; Humans; Male; Medical Education; Medical Students; Motivation; Netherlands; Netherlands (Amsterdam); Personal Autonomy; Psychological Theory; Self Determination; Statistical Analysis; Structural equation modeling; Structural Equation Models; Students; Students, Medical - psychology; Surveys and Questionnaires; Young Adult; Netherlands (Amsterdam); Netherlands; Controlled motivation; Self-determination theory; Study effort; Autonomous motivation; Study strategy; Academic performance
• ISSN: 1382-4996; 1573-1677; 1573-1677
• DOI: 10.1007/s10459-012-9354-3

Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df  = 3, p  = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection.