Fri, Aug 8, 2025
[Archive]
Volume 18, Issue 2 (2025)
JMED 2025, 18(2): 105-112 |
Back to browse issues page
Ethics code: IR.QUMS.REC.1400.302
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Yazdanifard A, Hajihassani N, Fatemeh Sefidi F S, Shafagh S. The relationship between the quality of learning experiences and academic motivation among dental students. JMED 2025; 18 (2) :105-112
URL: http://edujournal.zums.ac.ir/article-1-2367-en.html
URL: http://edujournal.zums.ac.ir/article-1-2367-en.html
1- General Dentist, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
2- Department of Endodontics, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
3- Department of Educational Psychology, Faculty of Education and Psychology, Islamic Azad University of Zanjan, Zanjan, Iran
2- Department of Endodontics, School of Dentistry, Qazvin University of Medical Sciences, Qazvin, Iran
3- Department of Educational Psychology, Faculty of Education and Psychology, Islamic Azad University of Zanjan, Zanjan, Iran
Full-Text [PDF 728 kb]
(83 Downloads)
| Abstract (HTML) (270 Views)
Full-Text: (10 Views)
Abstract
Background & Objective: Motivation and the quality of learning experiences are key factors influencing students' academic success and various behavioral aspects. The purpose of this study was to investigate the relationship between the quality of learning experiences and academic motivation and its correlation among dental students.
Materials & Methods: The present cross-sectional study involved 147 dental students enrolled in dental school. Data collection utilized a demographic information questionnaire, the Neumann Learning Experience Questionnaire, and the modified version of the Harter Academic Motivation Scale. Questionnaires were sent either via email or in written form. Statistical analysis was performed using SPSS 24.
Results: Most participants were female students (54.4%) with a mean age of 22.5 ± 2.8 years. Students' academic motivation and the quality of their learning experiences were generally positive. A significant and positive correlation was found between the quality of learning experiences and its various components with academic motivation (p < 0.05). The correlations ranged from 0.31 to 0.46 for internal motivation and 0.12 to 0.20 for external motivation. There was a significant difference in academic motivation (p < 0.02) and the quality of learning experiences (p < 0.01) by marital status. There were also significant and inverse correlations between academic motivation (r = -0.24; p < 0.01) and the quality of learning experiences (r = -0.39; p < 0.01) within the academic semester. There was also a significant association between academic motivation and Grade Point Average (GPA) (p < 0.01).
Conclusion: Our findings indicate that marital status and the semester are associated with motivation and the quality of learning among dental students. To boost academic motivation, we recommend enhancing learning resources, fostering stronger faculty-student relationships, and increasing curriculum flexibility. Additionally, promoting a supportive academic environment and conducting large-scale studies across other settings would help validate these findings and identify broader trends.
Another factor affecting learning is motivation, which is considered a prerequisite for learning [5]. Motivation includes intrinsic and extrinsic motivations. Intrinsic motivation is when a person performs an activity solely to enjoy the work process regardless of external rewards. On the other hand, extrinsic motivation involves engaging in activities to attain external rewards or avoid punishment and is driven by factors such as praise, grades, or financial incentives [6]. Ryan and Desi also view engagement in learning activities and the effort to complete those activities as closely related to academic motivation [7]. From another point of view, academic motivation is an internal force for comprehensive assessment of performance and efforts to succeed in performance [7]. Overall, academic motivation is one of the most important factors in the growth and development of educational systems [8]. Academic motivation affects the quality of learning experiences and can be effective in academic success [9].
The academic performance of medical students is one of the most important and objective criteria for evaluating the effectiveness of educational systems [10]. By exploring the correlation between the quality of learning experiences and academic motivation, as well as identifying the factors that influence each aspect, we can effectively enhance the goals of educational systems [11]. Previous studies evaluated the associations between the quality of learning experiences and motivation in different countries and settings [12-14]. However, while there is a body of research on this topic in Iran, limited studies have focused on dental students in specific universities. Given the important role that dental education plays in the country's health system, the need for research focused on this specific student population remains. The present study aims to evaluate the associations between the quality of learning experiences, academic motivation, and their associates among dental students. This study addresses an existing knowledge gap by focusing on dental students, a population not extensively studied in previous research. Moreover, this study provides insights that can inform improvements in dental education practices and policies within Iran and beyond.
Materials & Methods
Design and setting(s)
This cross-sectional study was conducted over one year, from March 15, 2021, to December 15, 2021, among dental students at Qazvin University of Medical Sciences in Qazvin, Iran. In total, 231 students were eligible to participate in the study, and all were included. Ultimately, 147 participants completed the questionnaires and were included in the final analysis. The response rate in this study was 63.6%, as 147 out of 231 eligible dental students completed the questionnaire.
Participants and sampling
A convenience sampling method was employed in this study. Although students are typically accessible within faculties, this approach was chosen to facilitate recruitment, particularly for students who might not have direct access to official communication channels. Additionally, this method helped increase the response rate. This study was utilized to maximize participation, particularly among students who might not have direct contact with the researchers. The survey link was disseminated exclusively through official university channels.
Furthermore, data were collected from students with diverse study years to enhance generalizability. The data was collected by sending questionnaires via a link or in written form. Students were provided with a link to complete the survey voluntarily and anonymously. This approach was selected to improve response rates and streamline data collection.
Tools/Instruments
The study utilized three questionnaires: 1) a demographic information questionnaire that included sex, marital status, age, GPA, and academic year of the students; 2) a learning experiences questionnaire; and 3) an academic motivation scale. The learning experiences questionnaire was originally developed by Neumann et al. and later modified by Naami et al. [15, 16].
Data collection methods
The Neumann Learning Experiences Questionnaire consists of 12 items divided into four fields: resources (3 items), curriculum content (3 items), curriculum flexibility (3 items), and the quality of formal and informal relationships between students and professors (3 items). It uses a 5-point Likert scale ranging from 1 (very poor) to 5 (excellent). The internal consistency of the four fields, as measured by Cronbach's alpha, was 0.86, 0.79, 0.85, and 0.82, respectively, in Naami et al.'s study [15]. The present study also calculated Cronbach's alpha values for all four dimensions. The validity of this questionnaire was previously assessed by Neumann and colleagues through correlations with academic attachment, satisfaction with university experiences, and academic performance, yielding significant correlations ranging from 0.35 to 0.67 [16].
The Academic Motivation Scale was originally developed by Harter [17] and modified by Lepper, Corpus, and Lyengar [18]. The Persian version of this questionnaire was translated and validated by Bahrani [19]. The scale consists of 33 items, with 17 assessing intrinsic motivation and 16 assessing extrinsic motivation. Each item is rated on a 6-point Likert scale ranging from 0 ("never") to 5 ("almost always"), where higher scores indicate a better status. The reliability of this questionnaire, evaluated using Cronbach's alpha, was found to be 0.85 for intrinsic motivation and 0.69 for extrinsic motivation [17].
Its validity was examined by correlating it with academic performance, and the internal consistency coefficients for all items ranged between 0.30 and 0.78. In the present study, reliability was reassessed using Cronbach's alpha (0.85) and split-half reliability (0.77) [19].
The overall score for this questionnaire varies from 33 to 165. Scores were categorized into three main levels: Good: Scores above 99 were considered "good," reflecting a highly positive learning experience or motivation assessment. Moderate: Scores between 66 and 99 were classified as "moderate," indicating a generally positive evaluation but with room for improvement in certain aspects. Poor: Scores between 33 and 66 were categorized as "poor," indicating an unfavorable or dissatisfied assessment of the learning experience or motivation in these areas [20].
Data analysis
The data were analyzed using the SPSS version 24 (SPSS Inc., IL, USA).
The normality of the data was assessed using the Kolmogorov-Smirnov test, and graphical methods such as histograms and Q-Q plots were also employed to examine the distribution. The Analysis Of Variance (ANOVA) and independent sample t-test were applied. Correlations between variables were assessed using the Pearson correlation and reported with Pearson correlation coefficients (r). The data are provided as mean ± Standard Deviation (SD) or frequency and percentages. A p-value of less than 0.05 was considered statistically significant.
Results
The demographic characteristics of 147 students are listed in Table 1.
The assessment of the quality of learning experiences and their components showed that the highest mean score was for sources (3.05 ± 0.83), while the lowest was for learning flexibility (2.91 ± 0.87). In determining the level of academic motivation and its components, the mean score of the external motivation was higher than the internal motivation (3.14 ± 0.32 vs. 3.02 ± 0.48), and good and moderate levels of motivation were reported in 51% and 49% of students, respectively (Table 2).
Table 1. Demographic and baseline characteristics of participants (n = 147)
Abbreviations: GPA, grade point average; SD, standard deviation; n, number of students; %, percentage of total participants.
Table 2. Mean scores of learning experiences and academic motivation (n = 147)
Abbreviations: SD, standard deviation; n, number of students.
Table 3. The correlations between the quality of learning experiences and its components and the academic motivation of dental students (n = 147)
Note: All correlations are statistically significant at p < 0.05.
Abbreviations: r, Pearson correlation coefficient; p, p-value (two-tailed); n, number of students
Additionally, a significant association was found between academic motivation and GPA (p < 0.004), with students having a GPA greater than 17 scoring the highest for academic motivation (3.04 ± 0.27) (Table 4). Furthermore, significant negative correlations were observed between the quality of learning experiences (r = -0.39; p < 0.01) and academic motivation (r = -0.24; p < 0.01) with an increase in the number of semesters (Table 4).
Table 4. The associations between the academic motivation and the quality of learning experiences with marital status, GPA, sex, and age among dental students
Notes: Statistical tests used include the independent t-test for comparisons between two groups and one-way ANOVA (F-test) for comparisons between more than two groups. A p-value of < 0.05 was considered statistically significant.
Abbreviations: SD, standard deviation; GPA, grade point average; F, analysis of variance test; Sig, statistical significance; p, probability-value; t, independent t test.
Background & Objective: Motivation and the quality of learning experiences are key factors influencing students' academic success and various behavioral aspects. The purpose of this study was to investigate the relationship between the quality of learning experiences and academic motivation and its correlation among dental students.
Materials & Methods: The present cross-sectional study involved 147 dental students enrolled in dental school. Data collection utilized a demographic information questionnaire, the Neumann Learning Experience Questionnaire, and the modified version of the Harter Academic Motivation Scale. Questionnaires were sent either via email or in written form. Statistical analysis was performed using SPSS 24.
Results: Most participants were female students (54.4%) with a mean age of 22.5 ± 2.8 years. Students' academic motivation and the quality of their learning experiences were generally positive. A significant and positive correlation was found between the quality of learning experiences and its various components with academic motivation (p < 0.05). The correlations ranged from 0.31 to 0.46 for internal motivation and 0.12 to 0.20 for external motivation. There was a significant difference in academic motivation (p < 0.02) and the quality of learning experiences (p < 0.01) by marital status. There were also significant and inverse correlations between academic motivation (r = -0.24; p < 0.01) and the quality of learning experiences (r = -0.39; p < 0.01) within the academic semester. There was also a significant association between academic motivation and Grade Point Average (GPA) (p < 0.01).
Conclusion: Our findings indicate that marital status and the semester are associated with motivation and the quality of learning among dental students. To boost academic motivation, we recommend enhancing learning resources, fostering stronger faculty-student relationships, and increasing curriculum flexibility. Additionally, promoting a supportive academic environment and conducting large-scale studies across other settings would help validate these findings and identify broader trends.
Introduction
Several factors are associated with students' educational performance, including Grade Point Average (GPA), family support, gender, and accommodation arrangements [1, 2]. One of the effective factors is the quality of learning experiences, which can be affected by sources, curriculum content, curriculum flexibility, and the quality of teacher-student relationships [3]. Improving the quality of learning experiences leads to long and short-term success in various fields, such as occupational success [4].Another factor affecting learning is motivation, which is considered a prerequisite for learning [5]. Motivation includes intrinsic and extrinsic motivations. Intrinsic motivation is when a person performs an activity solely to enjoy the work process regardless of external rewards. On the other hand, extrinsic motivation involves engaging in activities to attain external rewards or avoid punishment and is driven by factors such as praise, grades, or financial incentives [6]. Ryan and Desi also view engagement in learning activities and the effort to complete those activities as closely related to academic motivation [7]. From another point of view, academic motivation is an internal force for comprehensive assessment of performance and efforts to succeed in performance [7]. Overall, academic motivation is one of the most important factors in the growth and development of educational systems [8]. Academic motivation affects the quality of learning experiences and can be effective in academic success [9].
The academic performance of medical students is one of the most important and objective criteria for evaluating the effectiveness of educational systems [10]. By exploring the correlation between the quality of learning experiences and academic motivation, as well as identifying the factors that influence each aspect, we can effectively enhance the goals of educational systems [11]. Previous studies evaluated the associations between the quality of learning experiences and motivation in different countries and settings [12-14]. However, while there is a body of research on this topic in Iran, limited studies have focused on dental students in specific universities. Given the important role that dental education plays in the country's health system, the need for research focused on this specific student population remains. The present study aims to evaluate the associations between the quality of learning experiences, academic motivation, and their associates among dental students. This study addresses an existing knowledge gap by focusing on dental students, a population not extensively studied in previous research. Moreover, this study provides insights that can inform improvements in dental education practices and policies within Iran and beyond.
Materials & Methods
Design and setting(s)
This cross-sectional study was conducted over one year, from March 15, 2021, to December 15, 2021, among dental students at Qazvin University of Medical Sciences in Qazvin, Iran. In total, 231 students were eligible to participate in the study, and all were included. Ultimately, 147 participants completed the questionnaires and were included in the final analysis. The response rate in this study was 63.6%, as 147 out of 231 eligible dental students completed the questionnaire.
Participants and sampling
A convenience sampling method was employed in this study. Although students are typically accessible within faculties, this approach was chosen to facilitate recruitment, particularly for students who might not have direct access to official communication channels. Additionally, this method helped increase the response rate. This study was utilized to maximize participation, particularly among students who might not have direct contact with the researchers. The survey link was disseminated exclusively through official university channels.
Furthermore, data were collected from students with diverse study years to enhance generalizability. The data was collected by sending questionnaires via a link or in written form. Students were provided with a link to complete the survey voluntarily and anonymously. This approach was selected to improve response rates and streamline data collection.
Tools/Instruments
The study utilized three questionnaires: 1) a demographic information questionnaire that included sex, marital status, age, GPA, and academic year of the students; 2) a learning experiences questionnaire; and 3) an academic motivation scale. The learning experiences questionnaire was originally developed by Neumann et al. and later modified by Naami et al. [15, 16].
Data collection methods
The Neumann Learning Experiences Questionnaire consists of 12 items divided into four fields: resources (3 items), curriculum content (3 items), curriculum flexibility (3 items), and the quality of formal and informal relationships between students and professors (3 items). It uses a 5-point Likert scale ranging from 1 (very poor) to 5 (excellent). The internal consistency of the four fields, as measured by Cronbach's alpha, was 0.86, 0.79, 0.85, and 0.82, respectively, in Naami et al.'s study [15]. The present study also calculated Cronbach's alpha values for all four dimensions. The validity of this questionnaire was previously assessed by Neumann and colleagues through correlations with academic attachment, satisfaction with university experiences, and academic performance, yielding significant correlations ranging from 0.35 to 0.67 [16].
The Academic Motivation Scale was originally developed by Harter [17] and modified by Lepper, Corpus, and Lyengar [18]. The Persian version of this questionnaire was translated and validated by Bahrani [19]. The scale consists of 33 items, with 17 assessing intrinsic motivation and 16 assessing extrinsic motivation. Each item is rated on a 6-point Likert scale ranging from 0 ("never") to 5 ("almost always"), where higher scores indicate a better status. The reliability of this questionnaire, evaluated using Cronbach's alpha, was found to be 0.85 for intrinsic motivation and 0.69 for extrinsic motivation [17].
Its validity was examined by correlating it with academic performance, and the internal consistency coefficients for all items ranged between 0.30 and 0.78. In the present study, reliability was reassessed using Cronbach's alpha (0.85) and split-half reliability (0.77) [19].
The overall score for this questionnaire varies from 33 to 165. Scores were categorized into three main levels: Good: Scores above 99 were considered "good," reflecting a highly positive learning experience or motivation assessment. Moderate: Scores between 66 and 99 were classified as "moderate," indicating a generally positive evaluation but with room for improvement in certain aspects. Poor: Scores between 33 and 66 were categorized as "poor," indicating an unfavorable or dissatisfied assessment of the learning experience or motivation in these areas [20].
Data analysis
The data were analyzed using the SPSS version 24 (SPSS Inc., IL, USA).
The normality of the data was assessed using the Kolmogorov-Smirnov test, and graphical methods such as histograms and Q-Q plots were also employed to examine the distribution. The Analysis Of Variance (ANOVA) and independent sample t-test were applied. Correlations between variables were assessed using the Pearson correlation and reported with Pearson correlation coefficients (r). The data are provided as mean ± Standard Deviation (SD) or frequency and percentages. A p-value of less than 0.05 was considered statistically significant.
Results
The demographic characteristics of 147 students are listed in Table 1.
The assessment of the quality of learning experiences and their components showed that the highest mean score was for sources (3.05 ± 0.83), while the lowest was for learning flexibility (2.91 ± 0.87). In determining the level of academic motivation and its components, the mean score of the external motivation was higher than the internal motivation (3.14 ± 0.32 vs. 3.02 ± 0.48), and good and moderate levels of motivation were reported in 51% and 49% of students, respectively (Table 2).
Table 1. Demographic and baseline characteristics of participants (n = 147)
Abbreviations: GPA, grade point average; SD, standard deviation; n, number of students; %, percentage of total participants.
Table 2. Mean scores of learning experiences and academic motivation (n = 147)
Abbreviations: SD, standard deviation; n, number of students.
There were mostly significant positive correlations between the quality of the learning experience and its components (i.e., sources, curriculum content, curriculum flexibility, and the quality of formal and informal relationships) and the academic motivation, as well as its components (i.e., internal and external motivations) (p < 0.05) Specifically, the correlations ranged from 0.31 to 0.46 for internal motivation and from 0.12 to 0.20 for external motivation (Table 3).
There was a significant association between academic motivation and the quality of learning experiences based on marital status. Married students had higher scores for academic motivation (3.31 ± 0.48 vs. 3.04 ± 0.26; p < 0.02) and quality of learning experiences (3.62 ± 0.76 vs. 2.83 ± 0.68; p < 0.01) compared to single students.
There was a significant association between academic motivation and the quality of learning experiences based on marital status. Married students had higher scores for academic motivation (3.31 ± 0.48 vs. 3.04 ± 0.26; p < 0.02) and quality of learning experiences (3.62 ± 0.76 vs. 2.83 ± 0.68; p < 0.01) compared to single students.
Table 3. The correlations between the quality of learning experiences and its components and the academic motivation of dental students (n = 147)
Note: All correlations are statistically significant at p < 0.05.
Abbreviations: r, Pearson correlation coefficient; p, p-value (two-tailed); n, number of students
Additionally, a significant association was found between academic motivation and GPA (p < 0.004), with students having a GPA greater than 17 scoring the highest for academic motivation (3.04 ± 0.27) (Table 4). Furthermore, significant negative correlations were observed between the quality of learning experiences (r = -0.39; p < 0.01) and academic motivation (r = -0.24; p < 0.01) with an increase in the number of semesters (Table 4).
Table 4. The associations between the academic motivation and the quality of learning experiences with marital status, GPA, sex, and age among dental students
Notes: Statistical tests used include the independent t-test for comparisons between two groups and one-way ANOVA (F-test) for comparisons between more than two groups. A p-value of < 0.05 was considered statistically significant.
Abbreviations: SD, standard deviation; GPA, grade point average; F, analysis of variance test; Sig, statistical significance; p, probability-value; t, independent t test.
Discussion
This study was conducted to determine the relationship between the quality of learning experiences and academic motivation among dental students. The findings showed that they mostly had good motivation. Marriage was associated with improved motivation and better learning experiences, while a higher GPA correlated with increased academic motivation. Conversely, as students progressed through their academic semesters, their motivation and quality of learning experiences tended to decline.
Our findings showed that the participants had moderate or good status in terms of academic motivation.
These findings align with the results of Ghomi et al. [12] among students in faculties of health, nursing and midwifery, medicine, paramedical studies, dentistry, and traditional medicine, as well as with those of Naseh et al. [21] among medical students and Zaregar et al. among health school students [22]. However, it is important to acknowledge that some international studies have reported different patterns of academic motivation among dental students. For instance, Khanagar et al. in Saudi Arabia found that many students exhibited moderate academic motivation, varying influences from demographic factors such as parental education level and academic year. However, the study did not find a statistically significant relationship between academic motivation and self-esteem, suggesting that additional contextual factors might shape students' motivation in different settings [23]. Moreover, a study by Orsini et al. explored the quality of motivation and its impact on student's academic outcomes in dental schools, enhance motivation among students will be both effective and important. So, according to the mentioned materials, the need to improve students' quality of learning experiences should be placed at the top of educational affairs by educational institutions. Further studies are suggested with students of different fields and in different cities.
Further studies are suggested with students from different fields and in different cities. We categorized academic motivation into intrinsic and extrinsic motivations; however, several other domains, such as coping, environment, and self-efficacy, should also be considered for evaluation [33]. The strength of our study lies in using validated and reliable questionnaires to assess learning experiences and academic motivation, along with a robust data collection method through an online survey, enhanced the reliability and efficiency of the data-gathering process. Furthermore, convenience sampling helped increase the response rate, especially among students with limited access to official channels. However, the study also has several limitations. The cross-sectional design restricts the ability to establish causal relationships, and the reliance on self-reported data may introduce biases such as social desirability. Moreover, the study's generalizability is limited to dental students at a single university, and the response rate of 63.6% suggests potential non-response bias.
Conclusion
In summary, marriage was positively associated with enhanced motivation and learning experiences, while a higher GPA was also linked to increased academic motivation. Conversely, motivation and learning experiences declined as students progressed through their academic semesters. Although more than half of the participants demonstrated good motivation, applying various motivational theories and prioritizing student well-being is still recommended to enhance academic motivation further. Additionally, further large-scale multicenter observational studies should be conducted with students from other fields to identify the factors associated with motivation and learning experiences, aiming to improve performance and prevent burnout or other mental disorders. In addition, improving learning resources, faculty-student relationships, and increasing curriculum flexibility are recommended to increase academic motivation.
Ethical considerations
Written consent was obligatory for participation by the Declaration of Helsinki. The study was approved by the ethical committee of Qazvin University of Medical Sciences, Qazvin, Iran, with an ethical code of IR.QUMS.REC.1400.302.
Artificial intelligence utilization for article writing
No generative AI was used.
Acknowledgment
We highly appreciate the dentistry students who participated in this study.
Conflict of interest statement
The authors report no actual or potential conflict of interest.
Author contributions
NH and SS designed the study, while FS and AY analyzed the data and conducted the statistical analyses. NH, FS, SS, and AY drafted the initial manuscript. All authors critically edited and revised the manuscript's draft. Each author reviewed the drafted manuscript for critical content and approved the final version.
Funding
None.
Data availability statement
The data supporting this study's findings are available on request from the corresponding author. However, due to privacy or ethical restrictions, the data are not publicly available.
This study was conducted to determine the relationship between the quality of learning experiences and academic motivation among dental students. The findings showed that they mostly had good motivation. Marriage was associated with improved motivation and better learning experiences, while a higher GPA correlated with increased academic motivation. Conversely, as students progressed through their academic semesters, their motivation and quality of learning experiences tended to decline.
Our findings showed that the participants had moderate or good status in terms of academic motivation.
These findings align with the results of Ghomi et al. [12] among students in faculties of health, nursing and midwifery, medicine, paramedical studies, dentistry, and traditional medicine, as well as with those of Naseh et al. [21] among medical students and Zaregar et al. among health school students [22]. However, it is important to acknowledge that some international studies have reported different patterns of academic motivation among dental students. For instance, Khanagar et al. in Saudi Arabia found that many students exhibited moderate academic motivation, varying influences from demographic factors such as parental education level and academic year. However, the study did not find a statistically significant relationship between academic motivation and self-esteem, suggesting that additional contextual factors might shape students' motivation in different settings [23]. Moreover, a study by Orsini et al. explored the quality of motivation and its impact on student's academic outcomes in dental schools, enhance motivation among students will be both effective and important. So, according to the mentioned materials, the need to improve students' quality of learning experiences should be placed at the top of educational affairs by educational institutions. Further studies are suggested with students of different fields and in different cities.
Further studies are suggested with students from different fields and in different cities. We categorized academic motivation into intrinsic and extrinsic motivations; however, several other domains, such as coping, environment, and self-efficacy, should also be considered for evaluation [33]. The strength of our study lies in using validated and reliable questionnaires to assess learning experiences and academic motivation, along with a robust data collection method through an online survey, enhanced the reliability and efficiency of the data-gathering process. Furthermore, convenience sampling helped increase the response rate, especially among students with limited access to official channels. However, the study also has several limitations. The cross-sectional design restricts the ability to establish causal relationships, and the reliance on self-reported data may introduce biases such as social desirability. Moreover, the study's generalizability is limited to dental students at a single university, and the response rate of 63.6% suggests potential non-response bias.
Conclusion
In summary, marriage was positively associated with enhanced motivation and learning experiences, while a higher GPA was also linked to increased academic motivation. Conversely, motivation and learning experiences declined as students progressed through their academic semesters. Although more than half of the participants demonstrated good motivation, applying various motivational theories and prioritizing student well-being is still recommended to enhance academic motivation further. Additionally, further large-scale multicenter observational studies should be conducted with students from other fields to identify the factors associated with motivation and learning experiences, aiming to improve performance and prevent burnout or other mental disorders. In addition, improving learning resources, faculty-student relationships, and increasing curriculum flexibility are recommended to increase academic motivation.
Ethical considerations
Written consent was obligatory for participation by the Declaration of Helsinki. The study was approved by the ethical committee of Qazvin University of Medical Sciences, Qazvin, Iran, with an ethical code of IR.QUMS.REC.1400.302.
Artificial intelligence utilization for article writing
No generative AI was used.
Acknowledgment
We highly appreciate the dentistry students who participated in this study.
Conflict of interest statement
The authors report no actual or potential conflict of interest.
Author contributions
NH and SS designed the study, while FS and AY analyzed the data and conducted the statistical analyses. NH, FS, SS, and AY drafted the initial manuscript. All authors critically edited and revised the manuscript's draft. Each author reviewed the drafted manuscript for critical content and approved the final version.
Funding
None.
Data availability statement
The data supporting this study's findings are available on request from the corresponding author. However, due to privacy or ethical restrictions, the data are not publicly available.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2024/12/24 | Accepted: 2025/05/21 | Published: 2025/07/13
Received: 2024/12/24 | Accepted: 2025/05/21 | Published: 2025/07/13
References
1. Azizzadeh Forouzi M, Shahmohammadipour P, Heidarzadeh A, Dehghan L, Taheri Z. The relationship between the quality of learning experience and academic burnout and achievement among students of Kerman university of medical sciences. Iranian Journal of Medical Education. 2016;16:84-93. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
2. Al Husaini YN, Shukor NS. Factors affecting students’ academic performance: a review. Social Science Journal. 2022;12(6):284-96. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
3. Borjalilu S, Mojtahedzadeh R, Mohammadi A. Exploring the validity, reliability and factor analysis of self-regulation scale for medical students. The Journal of Medical Education and Development. 2013;8(2). [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
4. Bassi M, Steca P, Fave AD, Caprara GV. Academic self-efficacy beliefs and quality of experience in learning. Journal of Youth and Adolescence. 2007;36:301-12. [DOI]
5. Amiri E, Edjtehadi M. The study of the relationship of the internal factors (attention, meaningfulness, academic self-efficacy) with academic motivation in order to present a foresight model. Journal of Educational Scinces. 2015;22(1):117-40. [DOI]
6. Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior: Springer Science & Business Media; 2013, 3–40 [DOI]
7. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology. 2000;25(1):54-67 [DOI]
8. Blašková M, Majchrzak-Lepczyk J, Hriníková D, Blaško R. Sustainable academic motivation. Sustainability. 2019;11(21):1-24. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
9. Vu T, Magis-Weinberg L, Jansen BRJ, et al. Motivation-achievement cycles in learning: a literature review and research agenda. Educational Psychology Review. 2022;34(1):39-71. [DOI]
10. CennetEngin-Demir ETG. A review of research on educational theories and approaches affecting students achievement: 1990-2011. Elementary Education Online. 2013;12(3):687-700. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
11. Alam MM, Ahmad N, Naveed QN, Patel A, Abohashrh M, Khaleel MA. E-learning services to achieve sustainable learning and academic performance: an empirical study. Sustainability. 2021;13(5):2653. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
12. Ghomi M, Moslemi Z, Mohammadi SD. The relationship between quality of learning experience and self-regulation with academic motivation in students of Qom university of medical sciences. Iranian Journal of Medical Education. 2019;19:1-9. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
13. Abdollahi M, Tabodi M. The effect of quality of learning experiences and academic competency of students on entrepreneurship capacity of master students of faculty of literature and humanities of Shiraz university. Education Strategies in Medical Sciences. 2019;12(5):51-60. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
14. Alshehri AS, Alkhalifah KM, Ahmed A, et al. The relationship between motivation and academic performance among medical students in Riyadh. Cureus. 2023;15(10 [DOI]
15. Naami A. The relationship between the quality of learning experiences and academic burnout of master's students of Shahid Chamran university of Ahvaz. Quarterly Journal of Psychological Studies. 2009;5(3). [DOI]
16. Neumann Y, Finaly-Neumann E, Reichel A. Determinants and consequences of students' burnout in universities. The Journal of Higher Education. 1990;61(1):20-31 [DOI]
17. Harter S. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental Psychology. 1981;17(3):300. [DOI]
18. Lepper MR, Corpus JH, Iyengar SS. Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology. 2005;97(2):184-96 [DOI]
19. Bahrani M. The study of validity and reliability of harter’s scale of educational motivation. Psychological Studies. 2009;5(1):51-72. [Online]. Available from: https://sid.ir/paper/67572/en. [Accessed: Nov. 3, 2024].
20. Nezhadhoseini P, Mousavi SK, Javadzadeh A. The relationship between academic motivation and moral sensitivity in nursing students. BMC Medical Education. 2024;24(1):1487 [DOI]
20. Nezhadhoseini P, Mousavi SK, Javadzadeh A. The relationship between academic motivation and moral sensitivity in nursing students. BMC Medical Education. 2024;24(1):1487 [DOI]
21. Naseh L, Mardanian Dehkordi L, Naseh H. Investi ation of educational motivation and its related factors in students of Shahrekord university of medical sciences. The Journal of Medical Education and Development. 2017;12(1):27-39. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
22. Zaregar M, Ebrahimipour H, Shaabani Y, Hooshmand E. The relationship between motivation and academic burnout among students of health school, Mashhad university of medical sciences. Development Strategies in Medical Education. 2017;4(1):40-50. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
23. Khanagar SB, Salam TA, Almoallem FM, et al. Assessment of academic motivation and its impact on self-esteem among Saudi Arabian Undergraduate Dental Students: A Cross-Sectional Study. Cureus. 2025;17(1). [DOI]
24. Orsini CA, Binnie VI, Jerez OM. Motivation as a predictor of dental students' affective and behavioral outcomes: does the quality of motivation matter? Journal of Dental Education. 2019;83(5):521-9 [DOI]
25. Mohebbi SZ, Gholami M, Chegini M, Ghoreyshi Y, Gorter RC, Bahramian H. Impact of career choice motivation on academic burnout in senior dental students: a cross-sectional study. BMC Medical Education. 2021;21(1):52. [DOI]
26. Hu H, Luo H. Academic motivation among senior students majoring in rehabilitation related professions in China. BMC Medical Education. 2021;21(1):582 [DOI]
27. Abbasi M, Moslemi Z, Ghomi M. The relationship between the quality of learning experience and self-regulation with academic burnout. Education Strategies in Medical Sciences. 2018; 12(3):31-43. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
28. Marzooghi R, Heidari E, Heidari M. A study of the relationship between qualities of learning experience and development of students futures research ability. Strides in Development of Medical Education. 2014;11(2):131-8. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
29. Gholizadeh M, Esmaeilishad B. Relationship between quality of learning experiences & academic self-efficacy with mediating role of academic motivation (sample study: female high school students). Management and Leadership Studies in Educational Organizations. 2022. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
30. Takahashi Y, Iguchi A, Motoi S, Susuga M, Hasegawa Y. Dental hygiene and dental students’ motivations for future work: a cross-sectional study of first-year students at a dental hygiene school and a dental school in Japan. BMC Medical Education. 2023;23(1):875 [DOI]
31. Kashfi SM, Yazdankhah M, Sedaghat Z, Hajipour A. Educational motivation and some related factors in students of health and nutrition school in Shiraz university of medical sciences. Development Strategies in Medical Education. 2017;4(2):50-9. [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
32. Roshan Milan S, Aghaii Monvar I, Kheradmand F, et al. A study on the academic motivation and its relation with individual state and academic achievement on basic medical students of Urmia university of medical sciences. Journal of Urmia Nursing & Midwifery Faculty. 2011;9(5). [Online]. Available from: [Accessed: Nov. 3, 2024]. [DOI]
33. Katebi K, Ghaffarifar S, Dehghani G, Pourabbas A. Exploring the experiences of dentistry students of Tabriz university of medical sciences of academic motivation: a content analysis study. BMC Medical Education. 2024;24(1):245. [DOI]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
