MOTIVATION PATTERNS AND OUTCOMES OF ACADEMIC PROGRESS: A LONGITUDINAL STUDY WITH MEDICAL STUDENTS

The purpose of this work was to analyze medical students motivation features in relation to outcomes of academic progress during undergraduate studies. The Academic Motivation Scale (AMS) was administered in consecutive classes to a total of 285 2nd year students who graduated at the University of Brasilia. Statistical analyses were undertaken on AMS indicators and their correlations with cumulative GPA and peer-tutoring outcomes, as well as on outcome differences among four motivation-profile groups identified in cluster analysis. The results showed positive, significant correlations between intrinsic motivation components and GPA, as well as between peer-tutoring activity and a mix of intrinsic motivation and extrinsic motivation by external regulation. Cluster analysis groups with definite autonomous motivation or with combined (autonomous and controlled) motivation undertook more extended peer tutoring than those with less self-determined patterns. The discussion appraises the findings in the light of the Self-Determination Theory as related to aspects of motivation adaptation and influences of transition in educational context. In conclusion, the results suggest that motivational features ascertained at the beginning of the medical program have a significant, albeit small, predictive effect on the students achievement and peer tutoring activity. The later outcome differed significantly among students with distinguishing motivational configurations.