An analysis of reported motivational orientation in students undertaking doctoral studies in the biomedical sciences
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  • 作者：Matthew W Kemp (4) (5)
    Timothy J Molloy (6)
    Marina Pajic (6)
    Elaine Chapman (5)
  • 关键词：Ph.D. ; Biomedical ; Self ; determination theory ; Motivation ; Doctorate ; Control
  • 刊名：BMC Medical Education
  • 出版年：2014
  • 出版时间：December 2014
  • 年：2014
  • 卷：14
  • 期：1
  • 全文大小：396 KB
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  • 作者单位：Matthew W Kemp (4) (5)
    Timothy J Molloy (6)
    Marina Pajic (6)
    Elaine Chapman (5)

    4. School of Women鈥檚 and Infants鈥?Health, M550, The University of Western Australia, Perth, WA, 6009, Australia
    5. Graduate School of Education, M428, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA, 6009, Australia
    6. The Kinghorn Cancer Centre and Cancer Research Program, Garvan Institute of Medical Research, Sydney, Australia
  • ISSN：1472-6920
文摘
Background As the source of a sizeable percentage of research output and the future arbiters of science policy, practice and direction, doctoral (Ph.D.) students represent a key demographic in the biomedical research community. Despite this, doctoral learning in the biomedical sciences has, to date, received little research attention. Methods In the present study we aimed to qualitatively describe the motivational orientations present in semi-structured interview transcripts from a cohort of seventeen biomedical Ph.D. students drawn from two research intensive Australian Group of Eight universities. Results Applying elements of self-determination theory, external and introjected control loci (both strongly associated with alienation, disengagement and poor learning outcomes) were identified as common motivational determinants in this cohort. Conclusions The importance of these findings to doctoral learning is discussed in light of previous research undertaken in higher education settings in the United States and the European Union. With motivation accepted as a malleable, context-sensitive factor, these data provide for both a better understanding of doctoral learning and highlight a potential avenue for future research aimed at improving outcomes and promoting meaningful learning processes in the biomedical doctorate.

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