WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS?

• Main Authors: Philip A. Fabrizio, Anne M. R. Agur, Shannon L. Groff
• Format: Article
• Language: English
• Published: Asociación Argentina de Anatomía Clínica 2021-03-01
• Series: Revista Argentina de Anatomía Clínica
• Subjects: Self-efficacy; anatomy; physical therapy education
• Online Access: https://revistas.unc.edu.ar/index.php/anatclinar/article/view/31861

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.