Features of students‘ motivation in learning at a medical university under emotional and psychological load

Abstract

Purpose. The aim of this study is to investigate the specific features of academic motivation and to determine the level of achievement motivation among students of medical specialties in higher education institutions. Materials and methods. The research was conducted using a comprehensive methodological approach that integrates both theoretical and empirical methods of scientific inquiry. The theoretical stage involved a systematic analysis, generalization, and synthesis of contemporary scientific literature on the problem of motivation, which made it possible to define the conceptual framework of the study and clarify the essential characteristics of key constructs related to academic motivation. The empirical part of the research was based on the application of standardized psychodiagnostic tools, namely: «Study of Students’ Learning Motivation» (A. Rean, V. Yakunin) and «Achievement Motivation» (T. Ehlers). These instruments enabled a multidimensional assessment of the motivational sphere of students, including both intrinsic and extrinsic components, as well as the level of aspiration toward academic success. Results. The analysis of the empirical data demonstrated that the effectiveness of academic motivation formation among medical students is closely associated with the development of intrinsic motivational factors, awareness of the importance of professional training, and the formation of a responsible attitude toward future professional activity. The findings revealed that, despite the dominance of certain extrinsic motives – particularly the intention to obtain a diploma (35.0% ±3.7%) – the overall structure of motivation is characterized by the prevalence of intrinsic and professionally oriented motives, which together account for 71.0% of responses. This indicates a generally positive tendency toward the formation of professional identity and value-based orientation in learning. However, the study also identified a relatively low level of intrinsic cognitive motivation. Only 4.0% ±1.5% of respondents reported being motivated by intellectual satisfaction derived from the learning process itself. This suggests that, for the majority of students, learning is not yet perceived as a self-sufficient value, but rather as a means to achieve external goals. In addition, the results indicate that only 30.0% ±3.6% of students demonstrate a high level of achievement motivation, characterized by a strong desire to succeed, goal orientation, and persistence in overcoming academic challenges. In contrast, 50.0% ±3.9% of respondents exhibit a low level of achievement motivation. This imbalance points to a discrepancy between formal and substantive aspects of students’ motivational structures. While students recognize the importance of obtaining a degree, many lacks a deep understanding of the professional significance of their studies and the role of academic knowledge in future clinical practice. Conclusions. The results of the study confirm the necessity of implementing a systematic approach to the development of academic motivation among medical students. Such an approach should involve the integration of pedagogical, psychological, and organizational strategies aimed at enhancing intrinsic motivation and strengthening professional orientation. In particular, it is essential to create educational environments that foster autonomy, competence, and relatedness, as well as to apply interactive and practice-oriented teaching methods that increase students’ engagement and promote meaningful learning. Strengthening the internalization of professional values and developing achievement motivation should be considered key priorities in the training of future healthcare professionals.