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This study aimed to investigate the relationship between motivation and academic performance in chiropractic students. This was a cross-sectional study. Three hundred and sixty-two students were recruited from the 1 st and 3 rd quarters during the 2017-2018 academic year. Out of 362 students, 305 completed the Inventory of School Motivation (ISM). Total scores from the 1 st quarter General Anatomy course and the 3 rd quarter Immunology/Endocrinology course were used to measure the 1 st quarter and 3 rd quarter academic performance, respectively. The mean total motivation score for all students was 28.40 ± 3.79 (mean ± SD). There was no signi?cant difference in total motivation score between students in the two quarters (p > .05). The mean of the 1 st quarter praise scores was statistically significantly higher than those of the 3 rd quarter (p < .05). The means of three motivation subscale scores for females were signi?cantly higher than that for males (task, effort, and praise, p < .05) while the mean competition score for males was signi?cantly higher than that for females (p < .01). The linear analysis demonstrated a weak but statistically significant correlation of task (r = .11, p < .05) and effort (r = .13, p < .05) with academic performance indicating that task and effort were minor predictors of academic outcome (p < .05).There was a weak, but statistically significant positive correlation between the three motivation subscales and academic performance. Female students scored significantly higher on three motivation subscales while males scored higher on one.

The Relationship between Motivation and Academic Performance in Chiropractic Students