Abstract
BACKGROUND: Motivation is the process whereby goal-directed activities are initiated and sustained. Motivation is a crucial factor in academic achievement. The study aims to measure students' demographic factors and external environments' effect on their motivation and determine the impact of students' motivation and self-efficacy on their learning engagement and academic performance. METHODOLOGY: This is a cross-sectional study that involved distributing an online digital questionnaire, which was applied in the capital of Saudi Arabia, "Riyadh." The students' motivation was assessed using three scales that are designed to measure the students' intrinsic/extrinsic motivation, self-efficacy, and learning engagement. RESULTS: In this study, we collected 429 responses from our distributed questionnaire among medical students where males represented 60.1% of the sample. Moreover, we classified the satisfaction level into five subcategories: very satisfied, satisfied, neutral, unsatisfied, and very unsatisfied. We found that most of the students (38.7%) were satisfied with their academic performance, while 17.7% were strongly satisfied. The mean enrollment motivation score in this study was 19.83 (SD 2.69), and when determining its subcategories, we found that the mean intrinsic motivation score was 10.33 (out of 12) and the mean extrinsic motivation score was 10.23 (out of 12). Moreover, the mean self-efficacy score was 9.61 and the mean learning engagement score was 8.97 (out of 12). Moreover, we found that a longer duration needed by the students to reach the college from their residence is significantly associated with lower learning engagement reported by the students (8.54 vs. 9.13 in shorter times, P=0.034). Finally, we found that students who entered medical school as their first choice had significantly higher intrinsic motivation, extrinsic motivation, self-efficacy, and learning engagement. CONCLUSION: A student's preference for entering medical school will affect their motivation, self-efficacy, and learning engagement. Moreover, intrinsic and extrinsic motivations significantly correlate with self-efficacy and satisfaction with academic performance; however, they have no effect on the grade point average (GPA) of the last semester. The only factor that positively correlates with students' GPA is learning engagement.