Motivation across Academic Performance Groups among First-year Undergraduate Physiotherapy Students in Mumbai, Maharashtra, India: A Cross-sectional Study

Abstract

Introduction: Physiotherapy education in India is transitioning to a competency-based curriculum that emphasises selfdirected learning. Academic motivation is a key learner-related factor that influences academic outcomes. However, evidence on motivational profiles across academic performance groups remains limited, especially among physiotherapy students. Understanding these differences may facilitate targeted educational support to improve academic outcomes. Aim: To assess academic motivation and compare advanced, average, and Slow Performers (SLP) among undergraduate physiotherapy students. Materials and Methods: The present multicentre crosssectional study was conducted from March 2025 to December 2025 in private physiotherapy colleges affiliated with Maharashtra University of Health Sciences located in Mumbai and Navi Mumbai, Maharashtra, India. A complete enumerative sampling technique was used to recruit 509 eligible first-year physiotherapy undergraduates. Students who took the first formative exam were included. Based on exam scores, students were classified as advanced (top 20%), average (middle 60%), or SLPs (bottom 20%). Data were collected using the Academic Motivation Scale via Google Forms and Analysed applying the Mann-Whitney U test and Kruskal-Wallis H test with Bonferroni correction (p<0.017). A p-value of <0.05 was considered statistically significant. Results: A total of 450 participants were included for the final analysis, comprising 74 males (16.44%) and 376 females (83.56%). Significant differences were observed among the three academic performance groups for intrinsic motivation to know (H=13.25, p=0.001) and amotivation (H=13.97, p=0.001). Post-hoc analysis showed significant differences in intrinsic motivation to know between advanced and SLPs, and between average and SLPs, while amotivation differed significantly between advanced and SLPs. Conclusion: The findings of the present study demonstrate that advanced performers exhibited higher intrinsic and lower amotivation than SLPs, although the differences were small. Moreover, extrinsic motivation types did not differ. Integrating early assessment of academic motivation and autonomysupportive learning environments may help reduce amotivation and enhance learner engagement.