Resumen

ESPINOSA-VAZQUEZ, Olivia; LOPEZ-TOLEDO, Gustavo  y  SAMPIERI-CABRERA, Raúl. Relationship between academic motivation and educational trajectory in dentistry students. Rev. Odont. Mex [online]. 2024, vol.28, n.4, pp.25-35.  Epub 15-Sep-2025. ISSN 1870-199X.  https://doi.org/10.22201/fo.1870199xp.2024.28.4.87112.

Introduction: Academic motivation is an essential component in educational development, influencing the resolution of academic tasks and challenges. Academic motivation can be classified as intrinsic, extrinsic, and amotivation, each with specific subcategories that differently affect students’ educational trajectories. Objective: To evaluate the relationship between the academic motivation of dentistry students and their educational trajectory. Materials and Methods: Vallerand’s Academic Motivation Scale (AMS) was used to measure intrinsic motivation, extrinsic motivation, and amotivation in a sample of 225 dentistry students from the Universidad Nacional Autónoma de México (UNAM). Additionally, information on students’ educational trajectory was collected through their grade records. Results: The results showed a positive relationship between intrinsic motivation and educational trajectory, indicating that students with higher intrinsic motivation have better educational trajectories. Amotivation was negatively related to educational trajectory. Regarding extrinsic motivation, identified regulation and introjected regulation showed positive relationships with educational trajectory, while external regulation did not show a significant relationship. Conclusions: This study demonstrates the relationship between academic motivation and educational trajectory.

Palabras llave : Academic Motivation; Dental Education; Intrinsic Motivation; Extrinsic Motivation; Educational Trajectory; Higher Education.

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