Motivation and academic performance in human medicine students at a Peruvian public university

• Autores: Chino-Loza, Haydee, Miranda-Luque, Izamar Donna, Mendizabal, Nicole, Cachicatari, Angelo, Huanco, Diana
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Universidad Nacional Jorge Basadre Grohmann
• Repositorio: Revistas - Universidad Nacional Jorge Basadre Grohmann
• Lenguaje: español
• OAI Identifier: oai:revistas.unjbg.edu.pe:article/1553
• Enlace del recurso: https://revistas.unjbg.edu.pe/index.php/rmb/article/view/1553
• Nivel de acceso: acceso abierto
• Materia: motivación; rendimiento académico; estudiantes de medicina; motivação; desempenho acadêmico; estudantes de medicina; motivation; academic performance; medicine students

Objective: To determine the relationship between motivation and academic performance of Human Medicine students at the Universidad Nacional Jorge Basadre Grohmann in 2021. Material and methods: Observational, analytical, and transverse study carried out on 88 students from the second to the sixth year enrolled in the 2021-II cycle of the human medicine career of the National University Jorge Basadre Grohmann. An anonymous virtual survey after the informed consent was applied, with an adapted instrument of academic self-regulation (SRQ-A), based on the self-determination theory of motivation and regulation, with four subscales that were grouped into two dimensions: autonomous motivation (MA) that covers identified regulation and intrinsic motivation, and controlled motivation (MC) that covers introjected regulation and external regulation. Pearson’s correlation and ANOVA test were used, using STATA 14 software. Results: Participants mostly were in the second (31.8 %) and third year (25 %), men (52.3 %), aged between 16 and 24 years (77.3 %). Both autonomous motivation (x = 30.45) and controlled motivation (x = 21.9) did not present a relationship with academic performance (x = 14.3). The sixth year presented greater academic performance (15.08) and in the fourth year, greater controlled motivation (x = 23.8). The men presented greater controlled motivation (x = 23.8) and the women, greater autonomous motivation (x = 31.5). Conclusion: Motivation does not have a significant impact on academic performance. Although greater autonomous motivation was evidenced in contrast to controlled motivation, it was not significantly associated with academic performance.