79 - The Relationship Between Motivation Behaviors of Newly Admitted Doctor of Physical Therapy Students in Anatomy

Poster Board Number: 79
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction: Admission criteria for learners entering a Doctor of Physical Therapy (DPT) program are based upon markers such as undergraduate GPA and GRE scores which are suggestive of self-regulated learning and academic success. However, progressing from undergraduate studies to a graduate professional DPT program can be daunting. At the beginning of a DPT program, when the learner is adapting to the foundational and early clinical science courses, success may hinge on motivational behaviors in addition to self-regulated learning strategies.

Objective: To assess motivational behaviors in newly admitted DPT students as described by the Motivated Strategies for Learning Questionnaire (MSLQ) and to determine their interrelatedness.

Methods: The MSLQ motivation subscales of intrinsic (IGO) and extrinsic (EGO) goal orientation, task value (TV), control of learning beliefs (COB), self-efficacy for learning and performance (SE), and test anxiety (TA) were assessed in 33 entry level DPT students using a seven-point Likert scale ranging from one (not at all true of me) to seven (very true of me).Pearson r correlation was used to determine the relatedness between subscales.

Results: Moderate positive associations were shown between IGO and TV (r=.37, p < .05); IGO and COB(r=.38, p < .05); TV and SE (r=.41, p < .05). Large positive associations were shown between IGO and SE (r=.60, p < .01); TV and COB (r=.54, p < .01); COB and SE (r=.65, p < .01).

Conclusion:The results underscore the interrelatedness of motivation subscales especially between control of learning beliefs (COB) and self efficacy for learning and performance (SE). Certain motivational behaviors rely on or bolster others. For example, one would expect internal goal orientation to be positively related to self efficacy, task value, and to the learners control of learning beliefs. If these motivational traits can be linked to success, then a further understanding of our students motivational traits may help to determine learning/studying strategies and behaviors that support success.