Academic motivation among senior students majoring in rehabilitation related professions in China

Abstract

Objective/background In mainland China, most universities offer general rehabilitation curricula rather than specialized curricula. The purpose of the current study is to investigate senior students’ academic motivation for rehabilitation and examine whether it varies among different curriculum structures, students’ gender, specific interests, and parental average education level. Methods This cross-sectional study recruited both senior students in general and those who specialized in rehabilitation curricula using an online survey. The Academic Motivation Scale (AMS) was used to measure academic motivation. Results The response rate was 74.68%, and 59 senior students in total (male: 34.48%; female: 65.52%) were analyzed. Twenty-nine (50.00%) students were from a general rehabilitation curriculum at Guangxi Medical University, and the rest (n = 29, 50.00%) were from a specialized curriculum at West China Medical School of Sichuan University. The overall average academic motivation score was 30.96 ± 5.92. Students in the specialized rehabilitation curriculum (32.85 ± 6.26) showed a significantly higher academic motivation score than those in the general rehabilitation curriculum (29.10 ± 5.00, p<0.05). Male (31.13 ± 5.67) and female (30.88 ± 6.12) students had equally high scores (p = 0.88). Students who had specific interests (29.81 ± 4.73) and those who did not (24.69 ± 4.92) shared the same academic motivation (t = 2.00, p = 0.06). Conclusions Senior rehabilitation science students in specialized curricula have higher levels of academic motivation than those in general curricula. There was no significant difference in academic motivation scores based on students’ gender, specific interests, or parental average education levels.

Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

“…This perpetual bombardment of digital stimuli can lead to feelings of anxiety, distraction, and cognitive overload, ultimately hindering students' ability to concentrate effectively on their academic tasks (Masluk et al, 2023). Additionally, the rapid pace of technological innovation and frequent updates to software and hardware can contribute to technostress among students (Hu, Luo, 2021). Many students struggle to keep up with the latest technological advancements and adapt to new digital tools and platforms introduced in academia.…”

“…Many students struggle to keep up with the latest technological advancements and adapt to new digital tools and platforms introduced in academia. This constant need to learn and master new technologies can create frustration, inadequacy, and apprehension, particularly for students with little knowledge of technology (Hu, Luo, 2021).…”

“…Academic motivation is a fundamental predictor of student success (Hu, Luo, 2021). This multifaceted construct encapsulates both internal cognitive processes and external environmental factors that drive, guide, and maintain students' actions toward academic objectives.…”

“…Psychological well-being encompasses various mental and emotional health dimensions, including life satisfaction, sense of purpose, resilience, and quality of interpersonal relationships (Addai et al, 2023;Peng, 2021). Recognizing the interconnectedness of academic motivation and psychological well-being is essential for cultivating a supportive learning environment conducive to students' holistic development and academic achievement (Hu, Luo, 2021). Since the emergence of academic motivation and psychological well-being as prominent research areas, scholars have diligently sought to identify the predictors of these crucial determinants of student performance (Upadhyaya, Vrinda, 2021).…”

Southern de Oro Philippines College, Cagayan de Oro City, Philippines

“…Academic Motivation refers to learners' desire as reflected in their approach, persistence, and level of interest regarding the subject when competence is judged against a standard of performance or excellence (Hu et al, 2021). It could also be equated to the interest of an individual learner to engage in the learning experiences offered (Hulleman et al, 2016).…”