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Elham Niromand1 
, Mohammad Mohammadzadeh2 , Mohammad Mehdi Khazae2 , Mohammad Rasool Khazaei3 , Ghobad Ramezani4
, Mohammad Mohammadzadeh2 , Mohammad Mehdi Khazae2 , Mohammad Rasool Khazaei3 , Ghobad Ramezani4
1- Fertility and Infertility Research Center, Health Technology Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran.
2- Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran.
3- Fertility and Infertility Research Center of Kermanshah University of Medical Sciences, Health Technology Research Institute, Kermanshah, Iran.
4- Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran, University of Medical Science, Tehran, Iran.
2- Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran.
3- Fertility and Infertility Research Center of Kermanshah University of Medical Sciences, Health Technology Research Institute, Kermanshah, Iran.
4- Center for Educational Research in Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran, University of Medical Science, Tehran, Iran.
Abstract: (12 Views)
Introduction: Academic motivation is an important correlate of students’ engagement and performance in educational settings. Gratitude may be associated with students’ emotional experience and motivation to learn. In medical education, these constructs are relevant to sustained engagement with demanding learning activities, including foundational and clinically oriented coursework. This study examined the association between academic motivation and gratitude among medical students in Kermanshah in 2023.
Methods: This descriptive-analytical, cross-sectional study used standardized academic motivation and gratitude questionnaires among medical students at Kermanshah University of Medical Sciences. A total of 275 questionnaires were collected; 10 incomplete questionnaires were excluded, leaving 265 participants for analysis. Descriptive statistics, Pearson’s correlation, regression analysis, and independent-samples t-tests were performed using SPSS version 25.
Results: Most participants were aged 18–24 years (67.5%) and were women (55.8%). Mean total academic motivation was 145.14 ± 16.28, and mean gratitude score was 34.29 ± 5.37. Gratitude was positively correlated with academic motivation (r = 0.494, p < 0.01). The regression model was statistically significant (F = 25.28, p = 0.001); the reported model explained 24.4% of the variance in academic motivation. Academic motivation and gratitude scores were higher among women than men.
Conclusion: Gratitude was positively associated with academic motivation among medical students. In an educational-neuroscience framework, this association may be considered alongside literature on emotion, motivation, attention, and learning-related memory processes. Because this study was cross-sectional and did not measure neural structure or activity, causal relationships and neurobiological mechanisms cannot be inferred.
Methods: This descriptive-analytical, cross-sectional study used standardized academic motivation and gratitude questionnaires among medical students at Kermanshah University of Medical Sciences. A total of 275 questionnaires were collected; 10 incomplete questionnaires were excluded, leaving 265 participants for analysis. Descriptive statistics, Pearson’s correlation, regression analysis, and independent-samples t-tests were performed using SPSS version 25.
Results: Most participants were aged 18–24 years (67.5%) and were women (55.8%). Mean total academic motivation was 145.14 ± 16.28, and mean gratitude score was 34.29 ± 5.37. Gratitude was positively correlated with academic motivation (r = 0.494, p < 0.01). The regression model was statistically significant (F = 25.28, p = 0.001); the reported model explained 24.4% of the variance in academic motivation. Academic motivation and gratitude scores were higher among women than men.
Conclusion: Gratitude was positively associated with academic motivation among medical students. In an educational-neuroscience framework, this association may be considered alongside literature on emotion, motivation, attention, and learning-related memory processes. Because this study was cross-sectional and did not measure neural structure or activity, causal relationships and neurobiological mechanisms cannot be inferred.
Keywords: Academic Motivation, Gratitude, Medical Students, Learning Engagement, Educational Neuroscience
Type of Study: Original |
Subject:
Developmental Anatomy
Received: 2026/09/30 | Accepted: 2026/10/14
Received: 2026/09/30 | Accepted: 2026/10/14
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