Table 1 Motivation questionnaires used in this study, items indicated with (R) are reverse scored items
Academic Motivation Scale (AMS) | |||
The AMS, Academic Motivation Scale, was originally described by Vallerand et al. [26] in French as the EME (l’échelle de motivation en education) [26], and in 1992 in English as the AMS [24]. This instrument has 28 items, scored on a 7-point Likert scale. The individual items are grouped into subscales for which the scores are calculated as the average score of the individual items within these subscales (these subscales are Intrinsic, extrinsic identified, Extrinsic introjected, Extrinsic external regulation, Amotivation, and the more overarching subscales controlled motivation and autonomous motivation, see also Fig. 1). The AMS is based on the conceptual framework of the Self-determination Theory and is used to differentiate between intrinsic and extrinsic motivation. In 1993 Vallerand et al. studied the validity and reliability of the AMS to measure motivation (types) [25]. | |||
Using the scale (1–7), indicate to what extent each of the following items presently corresponds to one of the reasons why you go to medical school 1: Does not correspond at all 4: Corresponds moderately 7: Corresponds exactly | 1 | Because with only a medical school degree I would not find a high-paying job later on. | Extrinsic – external regulation |
2 | Because I experience pleasure and satisfaction while learning new things. | Intrinsic – to know | |
3 | Because I think that a medical school education will help me better prepare for the career I have chosen. | Extrinsic – identified regulation | |
4 | For the intense feelings I experience when I am communicating my own ideas to others. | Intrinsic – experience stimulation | |
5 | Honestly, I don’t know; I really feel that I am wasting my time in medical school. | Amotivation | |
6 | For the pleasure I experience while surpassing myself in my medical studies. | Intrinsic – towards accomplishment | |
7 | To prove to myself that I am capable of completing my medical degree. | Extrinsic – introjected regulation | |
8 | In order to obtain a more prestigious job later on. | Extrinsic – external regulation | |
9 | For the pleasure I experience when I discover new things never seen before. | Intrinsic – to know | |
10 | Because eventually it will enable me to enter the job market in a field (medical) that I like. | Extrinsic – identified regulation | |
11 | For the pleasure that I experience when I read interesting medical authors. | Intrinsic – experience stimulation | |
12 | I once had good reasons for going to medical school; however, now I wonder whether I should continue. | Amotivation | |
13 | For the pleasure that I experience while I am surpassing myself in one of my personal accomplishments. | Intrinsic – towards accomplishment | |
14 | Because of the fact that when I succeed in medical school I feel important. | Extrinsic – introjected regulation | |
15 | Because I want to have “the good life” later on. | Extrinsic – external regulation | |
16 | For the pleasure that I experience in broadening my knowledge about medical subjects which appeal to me. | Intrinsic – to know | |
17 | Because this will help me make a better choice regarding my medical career orientation. | Extrinsic – identified regulation | |
18 | For the pleasure that I experience when I feel completely absorbed by what certain medical authors have written. | Intrinsic – experience stimulation | |
19 | I can’t see why I go to medical school and frankly, I couldn’t care less. | Amotivation | |
20 | For the satisfaction I feel when I am in the process of accomplishing difficult academic activities. | Intrinsic – towards accomplishment | |
21 | To show myself that I am an intelligent person. | Extrinsic – introjected regulation | |
22 | In order to have a better salary later on. | Extrinsic – external regulation | |
23 | Because my medical studies allow me to continue to learn about many things that interest me. | Intrinsic – to know | |
24 | Because I believe that a few additional years of education (medical) will improve my competence as a worker. | Extrinsic – identified regulation | |
25 | For the “high” feeling that I experience while reading about various interesting medical subjects. | Intrinsic – experience stimulation | |
26 | I don’t know; I can’t understand what I am doing in medical school. | Amotivation | |
27 | Because medical school allows me to experience a personal satisfaction in my quest for excellence in my studies. | Intrinsic – towards accomplishment | |
28 | Because I want to show myself that I can succeed in my medical studies. | Extrinsic – introjected regulation | |
Intrinsic Motivation Inventory (IMI) | |||
The IMI, Intrinsic motivation inventory, was originally used by Ryan in 1982 to study intrinsic motivation and self-regulation in laboratory experiments [29]. Later on, the IMI has also been used in educational settings (sports, dental education) to study psychometric properties in real practice [28, 36]). The IMI has several subscales, of which interest/enjoyment is considered the main self-report measure of intrinsic motivation [30]. The subscale usefulness is considered relevant in the process of internalization, that drives the transition from controlled to autonomous motivation (see Fig. 1) [27]. Other subscales include perceived choice, perceived competence, effort, felt pressure and tension, and relatedness. Intrinsic motivation for this particular project was measured using the IMI-subscales subscale interest/enjoyment, usefulness and perceived choice, for which the questions are displayed below. Given the IMI is project/subject specific, it could only be measured in participants who participated, and was therefore measured after participation, see Fig. 2. | |||
Using the scale (1–7), indicate to what extent each of the following items presently corresponds to your opinion 1: Not true at all 4: Somewhat true 7: Very true | 1 | I believe that doing this project could be of some value for me. | Value/usefulness |
2 | I believe I had some choice about doing this project. | Perceived choice | |
3 | While I was doing this project, I was thinking about how much I enjoyed it. | Interest/enjoyment | |
4 | I believe that doing this project is useful for improved concentration. | Value/usefulness | |
5 | This project was fun to do. | Interest/enjoyment | |
6 | I think this project is important for my improvement. | Value/usefulness | |
7 | I enjoyed doing this project very much. | Interest/enjoyment | |
8 | I really did not have a choice about doing this project. | Perceived choice (R) | |
9 | I did this project because I wanted to. | Perceived choice | |
10 | I think this is an important project. | Value/usefulness | |
11 | I felt like I was enjoying the project while I was doing it. | Interest/enjoyment | |
12 | I thought this was a very boring project. | Interest/enjoyment (R) | |
13 | It is possible that this project could improve my studying habits. | Value/usefulness | |
14 | I felt like I had no choice but to do this project. | Perceived choice (R) | |
15 | I thought this was a very interesting project. | Interest/enjoyment | |
16 | I am willing to do this project again because I think it is somewhat useful. | Value/usefulness | |
17 | I would describe this project as very enjoyable. | Interest/enjoyment | |
18 | I felt like I had to do this project. | Perceived choice (R) | |
19 | I believe doing this project could be somewhat beneficial for me. | Value/usefulness | |
20 | I did this project because I had to. | Perceived choice (R) | |
21 | I believe doing this project could help me do better in medical school. | Value/usefulness | |
22 | While doing this project I felt like I had a choice. | Perceived choice | |
23 | I would describe this project as very fun. | Interest/enjoyment | |
24 | I felt like it was not my own choice to do this project. | Perceived choice (R) | |
25 | I would be willing to do this project again because it has some value for me. | Value/usefulness | |