<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000200219</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.2-20200129.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Medical students&#8217; academic motivation: an analysis from the perspective of the Theory of Self-Determination]]></article-title>
<article-title xml:lang="pt"><![CDATA[Motivação acadêmica de estudantes de Medicina: uma análise na perspectiva da Teoria da Autodeterminação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadête Filho]]></surname>
<given-names><![CDATA[Anizio de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[José Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Eliane Perlatto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade José do Rosário Vellano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The principles of the Theory of Self-Determination are relevant to professional education, as the differentiation and expression of the primary types of motivation have implications for the multiple learning outcomes.  Objective: To evaluate academic motivation in 4th-year medical students at two teaching institutions and discuss the results from the perspective of the Theory of Self-Determination.  Method: The present is a cross-sectional and quantitative study, conducted through a self-answered questionnaire containing 18 sociodemographic questions and the Academic Motivation Scale (AMS). The sample consisted of 147 4th-year medical students from schools with different teaching methodologies: 73 students from Institution A (Problem-based learning - PBL) and 74 students from Institution B (traditional methodology). A univariate analysis was conducted using Student&#8217;s t test, Analysis of Variance (ANOVA), chi-square test and Pearson&#8217;s correlation, followed by Multiple Linear Regression analysis.  Results: There was a moderate profile of intrinsic (IM) and extrinsic (EM) motivation in the sample of students, with a higher IM than EM average. High levels of IM were observed in the domains of motivation for achievement and for knowledge, with the satisfaction of increasing one&#8217;s knowledge and increasing professional competence being the factors that most positively impacted motivation. In IM, the factor with the lowest score was the university as a place of enjoyment. EM was related to the desire of having a good life in the future, including monetary compensation. It was observed that the variables female gender, age under 23 years, living alone, having attended the entire course at the same institution and school with the PBL methodology had a positive influence on motivation.  Conclusion: The students demonstrated higher levels of IM than those of EM, with a lower score attributed to the university as a place of enjoyment. This fact shows an opportunity for future studies, which will be able to verify the factors of the school environment related to the students&#8217; motivation to learn. EM was associated with future life expectations. To know the variables that characterize the self-regulation of learning is crucial to support teaching strategies that contribute to the improvement of the teaching-learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  Os princípios da Teoria da Autodeterminação são pertinentes para a educação profissional, na medida em que a diferenciação e expressão dos tipos primários de motivação têm implicações para os múltiplos desfechos da aprendizagem.  Objetivo: Este estudo teve como objetivos avaliar a motivação acadêmica em estudantes do quarto ano de Medicina em duas instituições de ensino e discutir os resultados na perspectiva da Teoria da Autodeterminação.  Método: Trata-se de estudo transversal e quantitativo conduzido por questionário autorrespondido contendo 18 questões sociodemográficas e a Escala de Motivação Acadêmica (EMA). A amostra foi constituída por 147 estudantes do quarto ano de Medicina de escolas com metodologias de ensino distintas: 73 estudantes da instituição A (aprendizagem baseada em problemas - ABP) e 74 estudantes da instituição B (tradicional). Conduziu-se uma análise univariada em que se utilizaram os testes t de Student, a Análise de Variância (ANOVA), o teste qui-quadrado e a correlação de Pearson. Posteriormente, fez-se uma análise de regressão linear múltipla.  Resultados: Observou-se um perfil moderado de motivação intrínseca (MI) e extrínseca (ME) na amostra de estudantes, com médias de MI superiores às da ME. Níveis elevados de MI foram observados nos domínios de motivação para realização e para o saber, sendo o prazer de ampliar conhecimentos e o aumento da competência profissional os fatores que mais impactaram positivamente a motivação. Na MI, o fator com menor pontuação foi a universidade como local de prazer. A ME foi relacionada ao desejo de ter uma boa vida no futuro, incluindo remuneração. Observou-se que as variáveis sexo feminino, idade menor que 23 anos, morar sozinho, ter feito o curso todo na mesma instituição e a escola com metodologia ABP influenciaram de forma positiva na motivação.  Conclusão:  Os estudantes demonstraram níveis de MI superiores à da ME, com menor pontuação atribuída à universidade como local de prazer. Esse fato apresenta uma oportunidade para estudos futuros, que poderão verificar os fatores do ambiente escolar que se relacionam à motivação em aprender dos estudantes. A ME foi associada às expectativas futuras de vida. Conhecer as variáveis que caracterizam a autorregulação da aprendizagem é fundamental para embasar estratégias de ensino que contribuam para a melhoria do processo de ensino-aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Motivation]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Medical Students]]></kwd>
<kwd lng="pt"><![CDATA[Motivação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
</kwd-group>
</article-meta>
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