Elizabeth Sulastri Nugraheni(1*), Doni Widyandana(2), Rachmadya Nur Hidayah(3)

(1) Universitas Ciputra
(2) Departemen Pendidikan Kedokteran UGM
(3) Departemen Pendidikan Kedokteran UGM
(*) Corresponding Author


Background: Medical students in private schools are mostly high school graduates, ages are around 17 to 18. They were so diverse, the background of the former school, culture, motivation, and study skills. Students from rural might have different motivation and study skills from students of big cities. To give autonomy support to the new medical students, we planned the motivational workshop and study skills mentoring. We assume those will increase their motivation.

Aims: To know - What types of motivation do first-year medical students have? Secondly, to evaluate - Whether motivational workshops and mentoring about study strategies can help to increase students’ autonomous motivation based on the Self-Determination Theory.

Methods: A mixed-methods research was conducted in this study. The first step was the quantitative study using the Academic Motivation Scale (AMS) to measure the students’ pre and post intervention motivation and the Intrinsic Motivation Inventory (IMI) post intervention, then followed by the qualitative study to capture students’ responses and reflections with convenience sample.

Results: The autonomous motivation was high among the male students, home-schooling, does not belong to medical profession family, and students from lower middle income. Quantitative data showed that this approach significantly decreased the amotivation scale of participants (p=0.025). Descriptively, there was an increase in the autonomous motivation of participants after following motivational workshop and study strategies mentoring.

Conclusion: Motivational workshops and mentoring on study strategies were found to be valuable, interesting, and facilitate autonomous motivation. Results showed that those activities increased the students’ autonomous motivation.


motivation, autonomous motivation, Self-Determination Theory, autonomy support, study strategies, Learning and Study Strategies Inventory

Full Text:



1. Richard M R, Deci Edward L. Organismic Integration Theory Internalization and Differentiation of Extrinsic Motivation. In: Self Determination Theory Basic Psychological Needs in Motivation, Development and Wellness. New York; 2017. p. 179–215.

2. Syakurah RA, Prabandari YS, Widyandana D, Kumara A. Career choices, determinants, and need for medical career introduction among medical students. Int J Res Med Sci. 2017;5(5):1998.

3. Sarkis A, Hallit S, Hajj A, Kechichian A, Sarkis DK, Sarkis A, et al. Lebanese students’ motivation in medical school : does it change throughout the years?: a cross-sectional study. 2020;1–10.

4. Kusurkar RA, Croiset G, Ten Cate TJ. Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination Theory. Med Teach. 2011;33(12):978–82.

5. Kunanitthaworn N, Wongpakaran T, Wongpakaran N, Paiboonsithiwong S, Songtrijuck N, Kuntawong P, et al. Factors associated with motivation in medical education: a path analysis. BMC Med Educ. 2018;18(1):1–10.

6. Peter R. Learning Medicine How to Become and Remain a Good Doctor. Cambridge: Cambridge University Press; 2008. 18 p.

7. Kusurkar RA. Autonomous motivation in medical education. Med Teach [Internet]. 2019;41(9):1083–4. Available from:

8. Brown PC, Roediger HL, McDaniel MA. Make It Stick. 2014;

9. Nurrokhmanti H, Claramita M, Utomo PS. Among students’ internal factors, should motivation be used as one of recruitment for admission of medical students in Indonesia? Indones J Med Educ. 2016;5(2):59.

10. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 2000;25(1):54–67.

11. Taherian K, Shekarchian M. Mentoring for doctors: do its benefits outweigh its disadvantages? Med Teach. 2008;30(4).

12. Ashaeryanto A, Kristina TN, Hadianto T. The relationships of the types of entry selection of students with their learning motivation, learning strategies, and learning achievement. Indones J Med Educ. 2017;6(1):1.

13. Reynolds AK. Academic coaching for learners in medical education: twelve tips for the learning specialist. Med Teach [Internet]. 2020;42(6):616–21. Available from:

14. Isik U, Wilschut J, Croiset G, Kusurkar RA. The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Adv Heal Sci Educ [Internet]. 2018;23(5):921–35. Available from:

15. Schutte T, Tichelaar J, Dekker RS, Thijs A, De Vries TPGM, Kusurkar RA, et al. Motivation and competence of participants in a learner-centered student-run clinic: An exploratory pilot study. BMC Med Educ [Internet]. 2017;17(1):1–13. Available from:

16. Feri R, Soemantri D, Jusuf A. The relationship between autonomous motivation and autonomy support in medical students’ academic achievement. Int J Med Educ. 2016;7:417–23.

17. Natalya L, Purwanto CV. Exploratory and Confirmatory Factor Analysis of the Academic Motivation Scale (AMS)–Bahasa Indonesia. Makara Hum Behav Stud Asia. 2018;22(1):29.

18. Vallerand RJ, Pelletier LG, Blais MR, Briere NM, Senecal C, Vallieres EF. The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educ Psychol Meas. 1992;52(4):1003–17.

19. Ryan R. Self-Determination [Internet]. 1982. Available from:

20. Richard R. Intrinsic Motivational Inventory.

21. Weinstein, C Ellen; Palmer DR, Acee TW. LASSI (Learning and Study Strategies Inventory) 3rd Edition. H&H Publlishing. 2016.

22. Kusurkar R, Kruitwagen C, Ten Cate O, Croiset G. Effects of age, gender and educational background on strength of motivation for medical school. Adv Heal Sci Educ. 2010;15(3):303–13.

23. Empati J, Ananda LR, Kristiana IF. Studi Kasus: Kematangan Sosial Pada Siswa Homeschooling. Empati. 2017;6(1):257–63.

24. Griffin B, Hu W. Parental career expectations: effect on medical students’ career attitudes over time. Med Educ. 2019;53(6):584–92.

25. Gunanegara RF, Wahid MH, Widyahening IS. Comparison of students’ characteristics, self-motivation, and readiness of self-directed learning implementation among medical students at Maranatha Christian University. J Med Heal. 2017;1(5).

26. Kusurkar R, Ten Cate O. am last page: Education is not filling a bucket, but lighting a fire: self-determination theory and motivation in medical students. Acad Med. 2013;88(6):904.


Article Metrics

Abstract views : 845 | views : 773


  • There are currently no refbacks.

Copyright (c) 2022 Elizabeth Sulastri Nugraheni, Doni Widyandana, Rachmadya Nur Hidayah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by: