THE INFLUENCE OF MOTIVA TION ON ACADEMIC PERFORMANCE AND POSTGRADUATE STUDY PLANS

Abstract

Aim: To assess the relationship between Vilnius University, Faculty of Medicine, Institute of Odontology students’ motivation types, academic performance and willingness to enrol in a postgraduate programme.

Methods: One hundred and forty seven undergraduate dental students at Vilnius University were asked to fill in an anonymous questionnaire during March – May, 2014. One hundred and forty students agreed to participate (response rate – 95,2 %). The questionnaire consisted of demographic questions (gender, age, study year), “Academic Motivation Scale” and questions assessing students’ academic performance as well as their plans to enrol in a postgraduate study programme. Research variables were: motivation type, academic results and postgraduate plans. In Lithuania as long as participation is voluntary and anonymous, ethics approval is not required for surveys of dental students. Statistical analysis was carried out using SPSS 21.0 (descriptive statistics, independent variables t-test.).

Results: Extrinsic motivation was higher than intrinsic motivation among Vilnius University dental students. The highest rated motivation subtype was “Extrinsic motivation – identified” (p=0.009). Students with overall grade value lower than 8 (p=0.011), as well as students who have not conducted a voluntary scientific research project, rated extrinsic motivation higher than other students (p=0,018). Meanwhile, students with best grades (9,5-10 points) (p=0.006) and students, who conducted many scientific research projects (3 or more) (p=0.046), rated “Intrinsic motivation - to experience stimulation“ higher than other students. Moreover, intrinsic motivation was more prevalent among students who plan to continue studies in a postgraduate programme (p=0.009). Sixty nine students expressed willingness to continue studies. Among these students 37 (53.6%) were from first and second years of the undergraduate course. No correlation between study year and motivation was revealed.

Conclusions: In the population studied extrinsic motivation was dominant and especially significant among students with lowest grades. Intrinsic motivation was related to highest grades, high number of scientific research projects conducted and willingness to enrol in a postgraduate programme.