LEARNING MOTIVATION AND PSYCHOLOGICAL ADAPTATION AMONG MEDICAL STUDENTS IN UZBEKISTAN: AN EMPIRICAL PERSPECTIVE

The transition to medical higher education represents a complex psychological process requiring students to cope with intensive academic demands, professional expectations, interpersonal challenges, and emotional stress. These challenges may become particularly significant for international students studying outside their home countries. The present study examines the psychological characteristics of learning motivation and adaptation in the context of medical education in Uzbekistan, with particular attention to the relationship between motivational orientation, adaptation, psychological resources, and well-being. The study was based on the methodological and empirical materials of a dissertation research project. The broader research design included international and local medical students aged 17–25 years and employed an author-developed questionnaire, the Academic Motivation Scale, the Student Adaptation to College Questionnaire, and the Multidimensional Scale of Perceived Social Support. For the empirical course-level analysis, aggregated data from 320 medical students of the 2nd–5th years were examined, including 80 students from each academic year. The results demonstrated a multidimensional motivational structure. Altruistic motives were reported by 82% of respondents, interest in medical science by 78%, professional prestige by 65%, and financial stability by 58%. Internal motivation increased from 38.2% in the second year to 52.3% in the fifth year, whereas positive external motivation decreased from 45.6% to 32.4%. Internal motivation was positively associated with satisfaction with the chosen specialization (r = 0.61, p < 0.001). At the same time, the structure of adaptation-related difficulties changed across the educational trajectory: academic workload was more prominent among junior students, whereas emotional burden associated with patient contact became more pronounced at later stages. The findings support the view that learning motivation and psychological adaptation constitute interconnected processes and underline the importance of culturally sensitive psychological support, mentoring, language assistance, and professional identity development in medical universities.