PDF(Pubmed)
Abstract：
BACKGROUND: Despite the challenging curriculum, medicine is a popular study program. We propose McClelland\'s Motive Disposition Theory (MDT) as a possible theory for explaining medical students motivation. The theory describes how individuals differ in their behaviour due to their varying manifestations of certain motives. The three motives can thus influence the students behaviour and academic success. Using these motives, complimented with an altruism- and a freedom motive, this study was aimed at investigating young adults\' explicit motives to study medicine. In addition, we also wanted to find out whether there are gender differences in motives and other variables such as empathy, emotional intelligence and academic self-concept.
METHODS: Over 20 universities across Germany were contacted and asked to share the online study with their first semester medical students in the winter term 2022/23, which resulted in a final N = 535. We used validated and reliable measurements, including a self-created and piloted questionnaire covering medicine-specific explicit motives.
RESULTS: Comparing the mean scores between motives, we found that the altruism motive was the strongest motive (M = 5.19), followed by freedom (M = 4.88), affiliation (M = 4.72) and achievement (M = 4.59). The power motive achieved the lowest score (M = 3.92). Male students scored significantly higher for power (M = 4.24) than females did (M = 3.80, p < .001), while female students found affiliation more important (M = 4.81) than male students did (M = 4.59, p = .016). Female participants scored significantly higher for emotional intelligence (p = .010) and several personality aspects, including empathy (p < .001), but showed a significantly lower academic self-concept (p = .033), compared to their male colleagues. Nonetheless, the effect sizes were mostly small to medium.
CONCLUSIONS: Our findings suggest that first-year medical students are primarily motivated by humanitarian factors to study medicine, compared to motives related to money or power. This is mostly in line with earlier studies using qualitative approaches, showing that MDT can be applied to explain explicit motives in medical students.
BACKGROUND: The longitudinal project, which this study was part of, was registered via OSF ( https://archive.org/details/osf-registrations-mfhek-v1 ) on the 28th of September 2022 under the title \"Transformation of emotion and motivation factors in medical students during the study progress: A multicenter longitudinal study\".
METHODS: Over 20 universities across Germany were contacted and asked to share the online study with their first semester medical students in the winter term 2022/23, which resulted in a final N = 535. We used validated and reliable measurements, including a self-created and piloted questionnaire covering medicine-specific explicit motives.
RESULTS: Comparing the mean scores between motives, we found that the altruism motive was the strongest motive (M = 5.19), followed by freedom (M = 4.88), affiliation (M = 4.72) and achievement (M = 4.59). The power motive achieved the lowest score (M = 3.92). Male students scored significantly higher for power (M = 4.24) than females did (M = 3.80, p < .001), while female students found affiliation more important (M = 4.81) than male students did (M = 4.59, p = .016). Female participants scored significantly higher for emotional intelligence (p = .010) and several personality aspects, including empathy (p < .001), but showed a significantly lower academic self-concept (p = .033), compared to their male colleagues. Nonetheless, the effect sizes were mostly small to medium.
CONCLUSIONS: Our findings suggest that first-year medical students are primarily motivated by humanitarian factors to study medicine, compared to motives related to money or power. This is mostly in line with earlier studies using qualitative approaches, showing that MDT can be applied to explain explicit motives in medical students.
BACKGROUND: The longitudinal project, which this study was part of, was registered via OSF ( https://archive.org/details/osf-registrations-mfhek-v1 ) on the 28th of September 2022 under the title \"Transformation of emotion and motivation factors in medical students during the study progress: A multicenter longitudinal study\".
摘要：
背景：尽管课程充满挑战，医学是一个受欢迎的学习项目。我们提出麦克莱兰的动机倾向理论（MDT）作为解释医学生动机的可能理论。该理论描述了由于某些动机的不同表现，个人的行为有何不同。因此，这三种动机可以影响学生的行为和学业成功。利用这些动机，赞美利他主义和自由动机，这项研究旨在调查年轻人学习医学的明确动机。此外,我们还想找出动机和其他变量是否存在性别差异，例如同理心，情绪智力和学业自我概念。
方法：联系了德国20多所大学，并要求他们在2022/23冬季学期与第一学期的医学生分享在线研究，最终N=535。我们使用了经过验证和可靠的测量，包括一份自我创建和试点的问卷，涵盖特定药物的明确动机。
结果：比较动机之间的平均得分，我们发现利他主义动机是最强的动机(M=5.19)，其次是自由（M=4.88），从属关系(M=4.72)和成就(M=4.59)。动力动力得分最低（M=3.92）。男性学生的功率得分（M=4.24）明显高于女性（M=3.80，p<.001），而女生发现从属关系更重要（M=4.81）比男生（M=4.59，p=0.016）。女性参与者在情绪智力(p=.010)和几个人格方面得分明显更高，包括移情(p<.001)，但表现出明显较低的学术自我概念(p=.033)，与他们的男同事相比。尽管如此，效应大小大多是小到中等。
结论：我们的研究结果表明，一年级医学生学习医学的动机主要是出于人道主义因素，与金钱或权力有关的动机相比。这与早期使用定性方法的研究基本一致，表明MDT可用于解释医学生的明确动机。
背景：纵向项目，这项研究是其中的一部分，于2022年9月28日通过OSF（https://archive.org/details/osf-registrations-mfhek-v1）注册，标题为“研究过程中医学生的情绪和动机因素的转化：多中心纵向研究”。
方法：联系了德国20多所大学，并要求他们在2022/23冬季学期与第一学期的医学生分享在线研究，最终N=535。我们使用了经过验证和可靠的测量，包括一份自我创建和试点的问卷，涵盖特定药物的明确动机。
结果：比较动机之间的平均得分，我们发现利他主义动机是最强的动机(M=5.19)，其次是自由（M=4.88），从属关系(M=4.72)和成就(M=4.59)。动力动力得分最低（M=3.92）。男性学生的功率得分（M=4.24）明显高于女性（M=3.80，p<.001），而女生发现从属关系更重要（M=4.81）比男生（M=4.59，p=0.016）。女性参与者在情绪智力(p=.010)和几个人格方面得分明显更高，包括移情(p<.001)，但表现出明显较低的学术自我概念(p=.033)，与他们的男同事相比。尽管如此，效应大小大多是小到中等。
结论：我们的研究结果表明，一年级医学生学习医学的动机主要是出于人道主义因素，与金钱或权力有关的动机相比。这与早期使用定性方法的研究基本一致，表明MDT可用于解释医学生的明确动机。
背景：纵向项目，这项研究是其中的一部分，于2022年9月28日通过OSF（https://archive.org/details/osf-registrations-mfhek-v1）注册，标题为“研究过程中医学生的情绪和动机因素的转化：多中心纵向研究”。
