Hannover Screening of Study Motivation (HSM)
The Hannover Screening of Study Motivation (HSM) has supplemented the course evaluations and the annual Screening of Study Conditions (HSC) at the MHH for many years in order to identify potential for improvement in studies and student selection and thus ensure continuous further development.
In addition to study motivation itself, the HSM records factors that can help or hinder successful studies: this includes biographical information such as vocational training, schooling and study progress (e.g. doctoral projects) as well as career aspirations, personality traits or academic skills.
The HSM has been conducted as a panel since 2021. This means that participants are repeatedly asked about the same aspects during their time at the MHH.
The HSM was changed in particular due to the motivation to make the information obtained usable for analyses of student selection and academic success and to expand it to include dimensions that go beyond pure examination success. The panel makes it possible both to record differences between different groups and to examine the influence of study progress on individuals.
Further information on the HSM is summarized here:
The HSM is currently aimed at all medical students at MHH, who receive a link to the survey online each November. Upon initial participation, a so-called baseline questionnaire is completed, while subsequent participation involves a shorter follow-up questionnaire.
Participation in the HSM is voluntary at all times.
The HSM format allows survey responses to be linked with data on academic progress and student statistics. This is done exclusively for research purposes and for the quality assurance of degree programs.
This linking of data takes place only with the active consent of the participants, which can be provided directly on the questionnaire. Consent is requested anew for each survey and may be withdrawn at any time without giving a reason. If consent is not granted, the data will not be used beyond the scope of summary reports.
An approved data protection concept is in place for the collection, processing, and use of data from the HSM.
The following statements and information apply:
https://www.mhh.de/studiendekanat/evaluation-und-kapazitaet/einwilligungserklaerung
MHH students and teaching staff can view summative reports of the individual surveys in ILIAS:
https://elearning.mh-hannover.de/goto.php?target=cat_102691&client_id=elearning
Stefanos A. Tsikas & Volkhard Fischer. BMC Medical Education (2026); 26: 1367.
his paper presents a comprehensive overview of the Hannover Screening of Study Motivation (HSM) and the objectives of the survey.
For the study, nine items from the HSM regarding reasons for choosing the course of study were primarily utilized; these can be categorized into three dimensions—extrinsic, autonomous, and prosocial motivation—thereby grounding the study theoretically in Self-Determination Theory and Goal Theory. Additionally, the analysis incorporated sociodemographic data, grades from the first state examination (M1), and career aspirations.
A longitudinal analysis spanning five waves of data collection (1,218 participants) demonstrates high temporal stability of the constructs. While autonomous motivation remains largely constant, prosocial motivation declines slightly over the course of studies, whereas extrinsic factors (e.g., the importance of a high income) show a moderate increase. Few associations with early academic performance were observed.
The HSM thus proves to be a valuable instrument for quality assurance and the study of professional identity formation.
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Student background, admission routes, and academic success: a structural mediation analysis
Stefanos A. Tsikas & Martin Kieca. BMC Medical Education (2026); 26: 578.
This paper uses data from the Hannover Screening of Study Motivation (HSM) to examine the influence of social background on academic success. Variables regarding prior vocational training as well as parental background and educational attainment are drawn directly from the HSM. The paper demonstrates the linkage of these HSM survey data with administrative records—such as university entrance qualification grades, admission pathways, and academic success (M1 exam results)—for a cohort of 644 students.
Structural equation modeling (SEM) reveals that prior cognitive achievement (university entrance qualification) is the strongest predictor of success in medical studies. Sociodemographic characteristics have no direct influence on examination performance; their effect is fully mediated by prior educational pathways. Furthermore, admission pathways based primarily on non-cognitive criteria are independently associated with moderately lower exam grades.
For questions or further information regarding the HSM, please feel free to contact Dr. Stefanos Tsikas (Tsikas.Stefanos@mh-hannover) from the Office of the Dean of Studies (Academic Controlling).