The motivation of massage therapy students to enter professional education

Finch, Paul

doi:10.1080/01421590400013545

Cited by 6 publications

(4 citation statements)

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“…This suggests that students attend college for future rewards such as finding a good job as a result of their high achievements and that EM tends to be more deeply rooted than IM (Kruger and Dunning, 1999;Finch, 2004;Clark and Schroth, 2010). Intrinsic motivation and autonomous forms of EM relate positively to important academic outcomes such as good performance (Koseoglu, 2013).…”

Section: Discussionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, selfefficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first-and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was (β = 8, CI: 5.18-10.8, P < 0.001) and (β = 6.25, CI: 3.40-9.10, P < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was (β = 4.02, CI: 1.19-6.86, P = 0.006) and (β = 5.38,, P = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was (β = 3.71, 95% CI: 0.18-7.25, P = 0.04) and (β = 3.07, CI: 0.03-6.12, P = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance.Anat Sci Educ 13: 340-349.

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Section: Discussionmentioning

confidence: 99%

Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid

Smith

Meyer

2019

Anatomical Sciences Ed

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“…Motivation changes have been reported with progression in college with IM and EM declining over time (6). Data from Sweden indicated a significant decrease in motivation with the number of semesters taken among nursing students (41); massage therapy students showed a significant decrease in IM and an increase in EM (19). In Turkey, applied and social sciences students in their first year of college reported lower levels of AM and higher levels of IM compared with fourth-year students (23).…”

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confidence: 99%

Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

Sturges

Maurer

Allen

et al. 2016

Advances in Physiology Education

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This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.

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“…Dieser Prozess wird durch die Schaffung einer selbstbestimmungsfördernden Lernumgebung positiv beeinflusst [3]. Während die grundlegende Berufsmotivation angehender Studenten der Physiotherapie bereits fixiert ist [15,35], richtet sich die Forschungsfrage nun auf der Basis der Selbstbestimmungstheorie [8] auf die Untersuchung der Motivationsstrukturen, die Physiotherapeuten bewegen, sich entsprechend ihrer Lebensphase einem weiteren Bildungsprozess im Hochschulbereich zu stellen. [8].…”

Section: Intrinsische Motivation (Im)unclassified