Motivation for learning among medical students and related aspects

Abstract INTRODUCTION: intrinsic motivation of medical students results in improvements in learning, technical competence and the doctor-patient relationship. OBJECTIVES: verify the motivation of medical students and the association with variables related. METHODS: A transversal study using: visual analogue scale for self-perception of motivation, Academic Motivation Scale, Beck Depression Inventory, State Trait Anxiety Inventory, Dundee Ready Education Environment Measure, Resilience Scale and grade point average. RESULTS: 627 (55.68%) students, with a mean age of 23 years, being 72.90% female, with a mean of 8.49 ± 1.62 for self-perception of motivation. The intrinsic motivation to know and extrinsic motivation for identified regulation showed higher averages, both being higher in females. Amotivation had the lowest overall averages, being more common in males. Clinical phase and clerkship had higher means for extrinsic motivation by external regulation. Educational environment had moderate association with intrinsic motivations to accomplish things and to experience stimulation. Resilience showed moderate association with the three types of intrinsic motivation, and negative moderate association with amotivation. The practice of religion had higher averages for intrinsic motivations to accomplish things and to experience stimulation. Physical activity showed higher means for extrinsic motivation by external regulation. Students without previous graduation had higher averages for extrinsic motivations to introjected regulation and by external regulation. Practicing extracurricular activities showed higher averages for the three types of intrinsic motivation and for extrinsic motivation by identification. Students who do not work showed higher averages for extrinsic motivations to introjected regulation and to external regulation. CONCLUSION: Students demonstrated high global motivation to continue their studies, predominance of intrinsic motivation to know, with low rates of amotivation. There was an increase in extrinsic motivation from the third year of the course. It's important to rethink the teaching and learning processes and to invest in strategies that encourage students' autonomy, resulting in an increase in intrinsic motivation.