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Related Experiment Video

Updated: May 24, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

How motivation affects academic performance: a structural equation modelling analysis.

R A Kusurkar¹, Th J Ten Cate, C M P Vos

¹Center for Research and Development of Education, University Medical Center Utrecht, P.O. Box # 85500, 3508 GA Utrecht, The Netherlands. R.Kusurkar@umcutrecht.nl

Advances in Health Sciences Education : Theory and Practice

|February 23, 2012

Summary

This summary is machine-generated.

Relative Autonomous Motivation (RAM) positively impacts medical students' academic performance by fostering better study strategies and increased effort. This finding holds true across different student subgroups, including males, females, and those selected through various admission systems.

Related Experiment Videos

Last Updated: May 24, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

Published on: February 10, 2016

Area of Science:

Medical Education
Psychology
Educational Psychology

Background:

Limited research exists on the impact of motivation quality on academic performance in medical education.
Self-Determination Theory distinguishes between Autonomous Motivation (AM) and Controlled Motivation (CM).

Purpose of the Study:

To investigate if Relative Autonomous Motivation (RAM) influences academic performance via study strategies and effort.
To compare this model across subgroups: males vs. females and students admitted via qualitative vs. weighted lottery selection.

Main Methods:

Data collected from 383 medical students at VU University Medical Center Amsterdam.
Structural Equation Modelling (SEM) used to test the hypothesized model.
Academic performance measured by grade point averages.

Main Results:

The hypothesized model demonstrated a good fit with the data (Chi square = 1.095, df = 3, p = 0.778, RMSEA = 0.000).
Relative Autonomous Motivation (RAM) positively correlated with good study strategy and higher study effort.
The model fit well across all tested subgroups (males, females, qualitative and weighted lottery selection).

Conclusions:

Relative Autonomous Motivation (RAM) is a significant predictor of academic performance in medical students.
The positive effect of RAM on performance is mediated by deep study strategies and increased effort.
The model's validity extends to diverse student subgroups within medical education.