WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be import...

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Autores principales: Fabrizio, Philip A., Agur, Anne M. R., Groff, Shannon L.
Formato: Artículo revista
Lenguaje:Inglés
Publicado: Asociación Argentina de Anatomía Clínica (Argentine Association of Clinical Anatomy) 2021
Materias:
Self-efficacy; anatomy; physical therapy education
autoeficacia; anatomía; educación en fisioterapia
Acceso en línea:https://revistas.unc.edu.ar/index.php/anatclinar/article/view/31861
Aporte de:
Revista Argentina de Anatomía Clínica de Universidad Nacional de Córdoba
id I10-R321-article-31861
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institution Universidad Nacional de Córdoba
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container_title_str Revista Argentina de Anatomía Clínica
language Inglés
format Artículo revista
topic Self-efficacy; anatomy; physical therapy education
autoeficacia; anatomía; educación en fisioterapia
spellingShingle Self-efficacy; anatomy; physical therapy education
autoeficacia; anatomía; educación en fisioterapia
Fabrizio, Philip A.
Agur, Anne M. R.
Groff, Shannon L.
WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
topic_facet Self-efficacy; anatomy; physical therapy education
autoeficacia; anatomía; educación en fisioterapia
author Fabrizio, Philip A.
Agur, Anne M. R.
Groff, Shannon L.
author_facet Fabrizio, Philip A.
Agur, Anne M. R.
Groff, Shannon L.
author_sort Fabrizio, Philip A.
title WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
title_short WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
title_full WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
title_fullStr WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
title_full_unstemmed WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success
title_sort which motivational behaviors impact success in a foundational anatomy course for entry doctor of physical therapy students? motivational behaviors in dpt students and academic success
description Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance.
publisher Asociación Argentina de Anatomía Clínica (Argentine Association of Clinical Anatomy)
publishDate 2021
url https://revistas.unc.edu.ar/index.php/anatclinar/article/view/31861
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spelling I10-R321-article-318612021-08-15T00:17:22Z WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success ¿Qué conductas motivacionales impactan el éxito en un curso de anatomía fundamental para estudiantes de doctorado en fisioterapia? Motivational behaviors in DPT students and academic success Fabrizio, Philip A. Agur, Anne M. R. Groff, Shannon L. Self-efficacy; anatomy; physical therapy education autoeficacia; anatomía; educación en fisioterapia Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance. Objetivos: El comportamiento motivacional de autoeficacia para el aprendizaje y el desempeño se correlacionó con el éxito académico en estudiantes de Doctorado en Terapia Física (DPT) que tomaron anatomía clínica, el primer curso fundamental del programa. Se ha informado que las estrategias de motivación de los estudiantes son factores importantes en el éxito académico, sin embargo, estas estrategias no se han investigado en los estudiantes DPT. Por lo tanto, el propósito de este estudio fue determinar si la calificación del curso en anatomía clínica estaba correlacionada con las subescalas de motivación del Cuestionario de Estrategias Motivadas para el Aprendizaje (MSLQ). Materiales y métodos: El MSLQ se administró a treinta y tres estudiantes de DPT de primer año que dieron su consentimiento para participar en el estudio. Se determinó la correlación (orden cero de Pearson) entre las subescalas y la calificación final del curso en anatomía clínica. Resultados: La autoeficacia para el aprendizaje y el desempeño se correlacionó con la calificación del curso (r (31) = .44, p <.05), mientras que la orientación a la meta intrínseca y extrínseca, el valor de la tarea, el control de las creencias de aprendizaje y la ansiedad ante los exámenes fueron deficientes. correlacionado. Conclusiones: Los resultados del estudio actual, que indican que la autoeficacia para el aprendizaje y el desempeño se correlaciona con el éxito académico, podrían utilizarse en los programas de DPT para ampliar los procesos de admisión y ayudar en el desarrollo de estrategias curriculares y de enseñanza correctivas para apoyar a los estudiantes identificados. con poca autoeficacia para el aprendizaje y el desempeño. Asociación Argentina de Anatomía Clínica (Argentine Association of Clinical Anatomy) 2021-03-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/anatclinar/article/view/31861 10.31051/1852.8023.v13.n1.31861 Revista Argentina de Anatomía Clínica (Argentine Journal of Clinical Anatomy); Vol. 13 No. 1 (2021): Mar 2021; 9-16 Revista Argentina de Anatomía Clínica; Vol. 13 Núm. 1 (2021): Mar 2021; 9-16 1852-8023 10.31051/1852.8023.v13.n1 eng https://revistas.unc.edu.ar/index.php/anatclinar/article/view/31861/33224 Derechos de autor 2021 Philip A. Fabrizio, Anne M. R. Agur, Shannon L. Groff http://creativecommons.org/licenses/by-nc/4.0

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