BETWEEN THE NEED FOR ACHIEVEMENT, AFFILIATION, AND POWER: A QUALITATIVE STUDY ON TUTOR ATTENDANCE MOTIVATION IN PROBLEM BASED LEARNING AT THE FACULTY OF MEDICINE, HASANUDDIN UNIVERSITY
Tutor Attendance Motivation in PBL
Keywords:
Problem Based Learning, Tutor Motivation, McClelland's Theory, Medical Education, AttendanceAbstract
This study aimed to explore the intrinsic motivational factors influencing tutor attendance in Problem-Based Learning (PBL) sessions at the Faculty of Medicine, Hasanuddin University. Understanding these factors is essential to improve tutor engagement in student-centered learning environments. A qualitative descriptive design with a phenomenological approach was employed. Ten tutors were selected using purposive sampling based on inclusion criteria, including prior PBL training and active facilitation during the 2024/2025 academic year. Data were collected through semi-structured, in-depth interviews and analyzed thematically using MAXQDA. Thematic coding was guided by McClelland’s Theory of Needs : Need for Power (nPow), Need for Achievement (nAch), and Need for Affiliation (nAff). Results revealed that the most dominant factor influencing tutor attendance was the Need for Power (45.3%), reflected in tutors’ desire to lead discussions, share knowledge, and fulfill academic responsibilities. The Need for Affiliation (37.7%) followed, where tutors were motivated by student enthusiasm and collegial relationships. The Need for Achievement was the least cited (17.0%) and typically linked to competence alignment, monitoring progress, and task completion. These findings suggest that tutor attendance is shaped by a complex interplay of intrinsic motivations. Institutions should tailor engagement strategies to sustain consistent tutor participation in PBL.
Downloads
References
REFERENCES
Heuchemer S, Martins E, Szczyrba B. Problem-based learning at a “learning university”: A view from the field. Interdisciplinary Journal of Problem-based Learning. 2020;14(2 Special Issue):1–11. doi: 10.14434/ijpbl.v14i2.28791
Asri IH, Jampel IN, Putu Arnyana IB, Suastra IW, Nitiasih PK. Profile of Problem Based Learning (PBL) Model in Improving Students’ Problem Solving and Critical Thinking Ability. KnE Social Sciences. 2024 Jan 3; doi: 10.18502/kss.v9i2.14898
Zhang X, Li Z. Problem-Based Learning (PBL) Teaching Design in Enhancing College Students’ Innovation Ability: Taking the Traditional Dress Design Course as An Example. Journal of Contemporary Educational Research. 2023;7(11). Available from: http://ojs.bbwpublisher.com/index.php/JCER
Marhadi H, Sapriya S, Hakam KA, Budimansyah D. The role of the problem-based learning approach in optimizing student involvement in the learning process. Cypriot Journal of Educational Sciences. 2023;18(3):544–55. doi: 10.18844/cjes.v18i3.8760
Abdel Nasser A, Mansour Al Sharfa J, Ali AL-Garni M, Aqeel Alzubaidi F, Salem Bahwirith A, Aqeel Alzubaidi M, et al. Faculty Members versus Teaching Assistants as Problem-Based Learning (PBL) Facilitators: Medical Students’ Perception. Asian Journal of Pharmaceutical Research and Health Care. 2020;13(2):163–76. Available from: http://www.informaticsjournals.com/index.php/ajprhc/article/view/26684
Yeo S, Chang BH. Implementation of problem-based learning in medical education in Korea. Vol. 29, Korean Journal of Medical Education. Korean Society of Medical Education; 2017. p. 271–82. doi: 10.3946/kjme.2017.73
O Doherty D, Mc Keague H, Harney S, Browne G, McGrath D. What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach. BMC Med Educ. 2018;18(1). doi: 10.1186/s12909-018-1214-2
Ronald M. Harden JML. Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. 3rd Edition. Vol. 3. Edinburgh: Elsevier Health Sciences; 2020. [accessed 3 Jun 2025] Available from: https://books.google.co.id/books?hl=id&lr=&id=qPjqDwAAQBAJ&oi=fnd&pg=PP1&dq=harden+et+al+2020&ots=Oc4djw6Q9W&sig=u3KSqTBjfwu34mvaWKGnCvuRgnY&redir_esc=y#v=onepage&q=harden%20et%20al%202020&f=false
Robert Rybnicek SBAG. How Motives, Skills, and Values Determine What People Do. American Psychologist. 2017;40(7):812–25. doi: 10.1037/0003-066X.40.7.812
Siok TH, Sim MS, Rahmat NH. Motivation to Learn Online: An Analysis From Mcclelland’s Theory of Needs. International Journal of Academic Research in Business and Social Sciences. 2023;13(3). doi: 10.6007/ijarbss/v13-i3/16471
Baptista JADA, Formigoni A, Silva SA da, Stettiner CF, Novais RAB de. Analysis of the Theory of Acquired Needs from McClelland as a Means of Work Satisfaction. Timor Leste Journal of Business and Management. 2021;3:54–9. doi: 10.51703/bm.v3i2.48
Wijnia L, Servant-Miklos VFC. Behind the times: a brief history of motivation discourse in problem-based learning. Advances in Health Sciences Education. 2019;24(5):915–29. doi: 10.1007/s10459-019-09923-3
Grasl MC, Kremser K. Does the tutors’ academic background influence the learning objectives in problem-based learning? Vienna; 2021 Feb. doi: 10.3205/zma001301
Papinczak T, Tunny T, Young L. Conducting the symphony: A qualitative study of facilitation in problem-based learning tutorials. Med Educ. 2009;43:377–83. doi: 10.1111/j.1365-2923.2009.03293.x
Moll-Khosrawi P, Cronje JS, Zöllner C, Kubitz JC, Schulte-Uentrop L. Understanding how the motivational dimension of learning is influenced by clinical teaching in medical education: A prospective cohort study. Annals of Medicine and Surgery. 2021;65. doi: 10.1016/j.amsu.2021.102366
Ghani ASA, Rahim AFA, Yusoff MSB, Hadie SNH. Effective Learning Behavior in Problem-Based Learning: a Scoping Review. Vol. 31, Medical Science Educator. Springer; 2021. p. 1199–211. doi: 10.1007/s40670-021-01292-0
Peng Y, Zhang C. The influence of achievement motivation on the educational practice ability of pre-service teachers: the multiple mediating role of professional identity and learning engagement. Front Psychol. 2024;15. doi: 10.3389/fpsyg.2024.1463557
Kassab SE, Hassan N, El-Araby S, Salem AH, Alrebish SA, Al-Amro AS, et al. Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs. Health Professions Education. 2017;3(1):50–8. doi: 10.1016/j.hpe.2017.03.001
Sari IK. The effect of problem-based learning and project-based learning on the achievement motivation. Jurnal Prima Edukasia. 2018;6(2):129–35. doi: 10.21831/jpe.v6i2.17956
Chen C-H, Yang Y-C. Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educ Res Rev. 2019;26:71–81. Available from: https://www.sciencedirect.com/science/article/pii/S1747938X19300211
Noordzij G, Wijnia L. The role of perceived quality of problems in the association between achievement goals and motivation in problem-based learning. Interdisciplinary Journal of Problem-based Learning. 2020;14(1):1–18. doi: 10.14434/ijpbl.v14i1.28593
Smith M, Cook K. Attendance and Achievement in Problem-based Learning: The Value of Scaffolding. Interdisciplinary Journal of Problem-Based Learning. 2012;6(1). doi: 10.7771/1541-5015.1315
Abiola O-DB, David OM, Okutu N, Hammed AB, Ozioma AV. McClelland Acquired Need and Skinner’s Reinforcement Management Theories: Their Relevance in Today’s Organization. South Asian Research Journal of Business and Management. 2023;5(1):35–45. doi: 10.36346/sarjbm.2023.v05i01.005
Wijnen M, Loyens SMM, Wijnia L, Smeets G, Kroeze MJ, Van der Molen HT. Is problem-based learning associated with students’ motivation? A quantitative and qualitative study. Learn Environ Res. 2018;21(2):173–93. doi: 10.1007/s10984-017-9246-9
Paslawski T, Kearney R, White J. Canadian Medical Education Journal Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor. Vol. 4, Canadian Medical Education Journal. 2013.
Wijnia L, Noordzij G, Arends LR, Rikers RMJP, Loyens SMM. The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis. Educ Psychol Rev. 2024;36(1). doi: 10.1007/s10648-024-09864-3
Sunarno I, Mannyu B, As’ad S, Asriyani S, Yusuf I, Masadah R, et al. Faculty’s perception of their role as a tutor during Problem-Based Learning activity in undergraduate medical education. The Asia Pacific Scholar. 2024;9(2):87–91. doi: 10.29060/taps.2024-9-2/sc3114
Istiqlal T, Mumang AA, Liaury K, Uchida Y, Kihara M, Tanra AJ, et al. Self-construal and behavioral motivation systems among patients with depression in Indonesia: A hospital-based study. Heliyon. 2022;8(7). doi: 10.1016/j.heliyon.2022.e09839
Al-Hammad WE, Kuroda M, Kamizaki R, Tekiki N, Ishizaka H, Kuroda K, et al. Mean Heart Dose Prediction Using Parameters of Single-Slice Computed Tomography and Body Mass Index: Machine Learning Approach for Radiotherapy of Left-Sided Breast Cancer of Asian Patients. Current Oncology. 2023;30(8):7412–24. doi: 10.3390/curroncol30080537
Rachmawaty R, Wahyudin E, Bukhari A, Sinrang AW, Satar GL, Juhran A. Healthcare Quality Received by Insured Patients in Two Indonesian Regional Public Hospitals. Journal of Holistic Nursing. 2024;42(2_suppl):S126–34. doi: 10.1177/08980101241229481
Hijrawati, Usman AN, Syarif S, Hadju V, As’ad S, Baso YS. Use of technology for monitoring the development of nutritional status 1000 hpk in stunting prevention in Indonesia. Gac Sanit. 2021;35:S231–4. doi: 10.1016/j.gaceta.2021.10.028
Published
How to Cite
Issue
Section
Copyright (c) 2025 International journal of health & medical sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health & Medical Sciences (IJHMS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHMS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHMS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
