# From external rewards to intrinsic drive: A self-determination theory analysis of paramedic motivations for postgraduate education

## TL;DR

This study explores why paramedics pursue postgraduate education, finding a range of motivations from external rewards to personal growth.

## Contribution

The study applies self-determination theory to identify diverse motivational profiles among paramedics pursuing postgraduate education.

## Key findings

- Paramedics' motivations for postgraduate education range from external regulation to intrinsic motivation.
- External regulation is driven by financial incentives and career advancement.
- Intrinsic motivation is linked to professional growth and personal alignment with education goals.

## Abstract

Paramedicine research is expanding, yet non-paramedic researchers dominate knowledge production. This gap requires increased paramedic participation in postgraduate education to develop independent scholars and enhance discipline-specific research capacity.

To examine paramedics’ motivations for postgraduate education using self-determination theory (SDT).

The study utilised virtual platforms to engage South African-trained emergency care practitioners practising globally.

This qualitative study explored motivations among 51 paramedics from operational, academic, and management sectors in South Africa and internationally. Semi-structured interviews and focus groups were analyses using SDT as a framework.

The study revealed that paramedics’ motivations for pursuing postgraduate education varied along a spectrum of regulatory styles, ranging from external regulation to intrinsic motivation. External regulation was driven by financial incentives and career advancement opportunities. Identified regulations reflected personal recognition of education’s importance and qualification value. Integrated regulations demonstrated an alignment between education pursuits and personal beliefs or life goals. Intrinsic motivation was characterised by desires for professional growth and development.

The heterogeneous nature of paramedics’ postgraduate education motivation has significant policy and institutional implications. Traditional one-size-fits-all approaches may be ineffective.

Educational institutions and professional development programmes should align initiatives with individual motivational profiles, emphasising autonomy-supportive environments and connecting learning opportunities to personal values and professional aspirations to optimise engagement and outcomes.