Driven to learn: understanding and supporting student autonomous motivation in health professions education

Autonomous motivation has been shown to positively impact students in higher education, including enhanced classroom engagement, academic performance, and overall well-being. However, students may face challenges in developing autonomous motivation in their learning environments. Self-Determination Theory (SDT) offers a valuable framework for understanding and fostering autonomous motivation by emphasizing the importance of supporting students’ basic psychological needs. Learning environments that nurture these needs—autonomy, competence, and relatedness—contribute to greater autonomous motivation and well-being. This thesis explored how we can understand and support students’ basic psychological needs, autonomous motivation, and well-being within health professions education.