Main Article Content
Objective: To study the learning achievement motivation and develop a predictive equation of achievement
motivation of medical students.
Methods: A questionnaire was distributed to 790 seconds to sixth-year medical students at a large urban
medical school in Thailand. The data were analyzed for means, standard deviation, and correlation coefficients.
The predictive equation was developed from a stepwise multiple regression analysis.
Results: The second to sixth-year medical students had a high level of learning achievement motivation in all six
domains, with an average score of 3.61. The highest score was on individual responsibility, followed by energy,
identity, and aspiration. There are four factors that had a positive relationship with learning achievement motivation:
a relationship between medical students and instructors (r = 0.46), followed by a relationship between students,
parent expectation, and learning achievement, with Pearson correlation of 0.40, 0.30, and 0.14, respectively.
Conclusion: Four factors that provided a significant prediction of learning achievement motivation are a relationship
between medical students and instructors, a relationship between students, parent expectation, and
learning achievement. Using the information from all these four factors could explain 29.9% of the variance in
learning achievement motivation of medical students.