Research Article
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Year 2021, Volume: 15 Issue: 3, 230 - 239, 31.12.2021

Abstract

References

  • Nuciforo MA. Minority applicants to physical therapist education programs 2010–2012. Phys Ther 2015;95:39–50.
  • Noonan AC, Lundy M, Smith RA, Livingston BP. A successful model for improving student retention in physical therapist education programs: a case report. J Phys Ther Educ 2012;26:74–80.
  • Wolden M, Hill B, Voorhees S. Predicting success for student physical therapists on the national physical therapy examination: systematic review and meta-analysis. Phys Ther 2020;100:73–89.
  • Shiyko MP, Pappas E. Validation of pre-admission requirements in a Doctor of Physical Therapy program with a large representation of minority students. J Phys Ther Educ 2009;23:29–36.
  • Andrews WA, Johansson C, Chinworth SA, Akroyd D. Cognitive, collegiate, and demographic predictors of attrition in professional physical therapist education. J Phys Ther Educ 2006;20:14–21.
  • Coleman-Salgado B, Barakatt E. Identifying demographic and preadmission factors predictive of success on the national physical therapy licensure examination for graduates of a public physical therapist education program. J Phys Ther Educ 2018;32:8–16.
  • Commission on accreditation in physical therapy education. Aggregate program data: 2019 physical therapist education programs facts sheets. American Physical Therapy Association, Alexandria, VA. [Internet]. [Retrieved on March 13, 2021]. Available from: http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Aggregate_Program_Data/AggregateProgramData_PTPrograms.pdf
  • American Council of Academic Physical Therapy. Diversity task force board report. [Internet]. [Retrieved on March 13, 2021]. Available from: https://www.acapt.org/docs/default-source/reports/diversity-task-force-final-report.pdf?sfvrsn=2
  • United States Census. QuickFacts population estimates V2019 published online. [Internet]. [Retrieved on March 15, 2021]. Available from: https://www.census.gov/quickfacts/fact/table/US/PST045219
  • Dillon LS, Tomaka J. NPTE predictors in a Hispanic-serving institution’s physical therapist education program. J Phys Ther Educ 2010;24:14–8.
  • Musick DW, Ray RH. Preparation for medical school via an intensive summer program for future doctors: a pilot study of student confidence and reasoning skills. J Educ Train Stud 2016;4:169–76.
  • Wojciechowski M. Who are tomorrow’s PTs and PTAs? PT Motion 2018;10:30–41.
  • Philadelphia College of Osteopathic Medicine (PCOM). Strategic plan 2020–2025. [Internet]. [Retrieved on February 18, 2021]. Available from: https://www.pcom.edu/about/strategic-initiatives/documents/strategic-plan-2025.pdf
  • Yeung, M. It’s supposed to be super easy and it’s not: black and latinx student experiences in the doctor of physical therapy admissions process. Virginia Commonwealth University. 2020. [Internet]. [Retrieved on January 13, 2021]. Available from: https://scholarscompass.vcu.edu/etd/6443
  • Veld R Van, Slaven EJ, Reynolds B, Shupe P, Woolery C. First-year doctor of physical therapy students demonstrate change in coping with stress. J Phys Ther Educ 2018;32:138–44.
  • National Academy of Sciences, Engineering and Medicine. How people learn II: learners, contexts and cultures. Washington DC; National Academies Press; 2018. p. 346.
  • Schunk DH, DiBenedetto MK. Motivation and social cognitive theory. Contemporary Educational Psychology 2020;60:101832.
  • AL-Baddareen G, Ghaith S, Akour M. Self-efficacy, achievement goals, and metacognition as predictors of academic motivation. Procedia Social and Behavioral Sciences 2015;191:2068–73.
  • Panadero E. A review of self-regulated learning: six models and four directions for research. Front Psychol 2017;8:422.
  • Ryan RM, Deci EL. Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology 2020;61: 101860.
  • Bandura A. Cultivate self-efficacy for personal and organizational effectiveness. In: Locke EA, editor. The Blackwell handbook of principles of organization. Oxford, UK: Blackwell Publishing Ltd; 2017. p. 125–41.
  • Kusurkar RA, Croiset G, Galindo-Garre F, Cate OT. Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC Med Educ 2013;13:87.
  • Cho M-H, Heron ML. Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education 2015;36:80–99.
  • Sobral DT. What kind of motivation drives medical students’ learning quests? Med Educ 2004;38:950–7.
  • Agricola BT, Blind P, Traas E. Differences in regulation and efficiency of learning between traditional and non-traditional students. Social Cosmos 2012;3:153–69.
  • de Oliveira IM, Rodríguez-Fuentes G. The relationship between results on MSLQ and academic performance in different subjects of physiotherapy studies in a Spanish university. Proceedings of EDULEARN16 Conference, Barcelona, Spain, 2016. p. 4612–7.
  • Ngwira F, Gu C, Mapoma H, Kondowe W. The role of academic emotions on medical and allied health students motivated self-regulated learning strategies. J Contemp Med Educ 2017;5:23–30.
  • Pintrich PR, Smith DA, Garcia T, McKeachie WJ. A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Washington DC: Office of Educational Research and Improvement (ED); 1991. 79 p.
  • Duncan TG, McKeachie WJ. The making of the motivated strategies for learning questionnaire. Educ Psychol 2005;40:117–28.
  • Pintrich PR, Smith DAF, Garcia T, Mckeachie WJ. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ Psychol Meas 1993;53:801–13.
  • Pizzimenti MA, Axelson RD. Assessing student engagement and self-regulated learning in a medical gross anatomy course. Anat Sci Educ 2015;8:104–10.
  • Fabrizio PA. Oral laboratory examinations in a physical therapy program. Anat Sci Educ 2013;6:271–6.
  • Faul F, Erdfelder E, Buchner A, Lang A-G. Statistical power analysis using G*Power 3.1: tests for correlation and regression analysis. Behav Res Methods 2009;41:1149–60.
  • Bell ML, Teixeira-Pinto A, McKenzie JE, Olivier J. A myriad of methods: calculated sample size for two proportions was dependent on the choice of sample size formula and software. J Clin Epidemiol 2014;67:601–5.
  • Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ 2012;46:678–88.
  • Tembo L, Ngwira F. The impact of self-efficacy beliefs on learning strategies: towards learning Human Anatomy at College of Medicine. J Comtemp Med Educ 2016;4:47.
  • Isik U, Tahir O El, Meeter M, Heymans MW, Jansma EP, Croiset G, Kusurkar RA. Factors influencing academic motivation of ethnic minority students: a review. SAGE Open 2018;8:215824401878541.
  • Janove M, Aguliar I, Knapp A. Diversifying physical therapy: recruitment and retention of under-represented minorities to improve patient outcomes. University of Puget Sound Physical Therapy Research Symposium 2018;38. Available from:https://soundideas.pugetsound.edu/ptsymposium/38
  • Loh EKY. What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System 2020;86:102119.
  • Nolen SB. A situative turn in the conversation on motivation theories. Contemporary Educational Psychology 2020;61:101866.
  • Roick J, Ringeisen T. Self-efficacy, test anxiety, and academic success: a longitudinal validation. International Journal of Educational Research 2017;83:84–93.
  • Wise D, Dominguez J, Kapasi Z, Williams-York B, Moerchen V, Brooks S, Ross LJ. Defining underrepresented minorities and promoting holistic review admissions strategies in physical therapist education. J Phys Ther Educ 2017;31:8–13.

Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study

Year 2021, Volume: 15 Issue: 3, 230 - 239, 31.12.2021

Abstract

Objectives: Doctor of Physical Therapy (DPT) program admissions criteria and markers indicative of academic success appear to be mismatched. Acceptance into a DPT program implies that students have developed self-regulated learning strategies however, motivation behaviors are not typically assessed during the admissions process. The aim of this study was to determine direct effects of motivational behaviors and race/ethnicity on academic success and the moderating effect of race/ethnicity on motivational behaviors.
Methods: Thirty-three first-year DPT students participated during their first foundational course, clinical anatomy. Motivation subscales from the motivated strategies for learning questionnaire (MSLQ) were used to assess student motivation behaviors which were then compared to course grades.
Results: Self-efficacy for learning and performance was significantly correlated with course grade [r(31)=0.44, p< 0.05]. Course grade differed at a statistically significant level by race/ethnicity [t(31)=2.93, p<0.01]. Race/ethnicity (B=0.05, SE=0.01, b=0.42, p<0.008) and self-efficacy for learning and performance (B=0.02, SE=0.01, b=0.39, p<0.01), remained significantly related to course grade.
Conclusion: Self-efficacy for learning and performance and ethnicity are factors that determine academic success and could be utilized in DPT programs to aid in the development of teaching strategies to support students.

References

  • Nuciforo MA. Minority applicants to physical therapist education programs 2010–2012. Phys Ther 2015;95:39–50.
  • Noonan AC, Lundy M, Smith RA, Livingston BP. A successful model for improving student retention in physical therapist education programs: a case report. J Phys Ther Educ 2012;26:74–80.
  • Wolden M, Hill B, Voorhees S. Predicting success for student physical therapists on the national physical therapy examination: systematic review and meta-analysis. Phys Ther 2020;100:73–89.
  • Shiyko MP, Pappas E. Validation of pre-admission requirements in a Doctor of Physical Therapy program with a large representation of minority students. J Phys Ther Educ 2009;23:29–36.
  • Andrews WA, Johansson C, Chinworth SA, Akroyd D. Cognitive, collegiate, and demographic predictors of attrition in professional physical therapist education. J Phys Ther Educ 2006;20:14–21.
  • Coleman-Salgado B, Barakatt E. Identifying demographic and preadmission factors predictive of success on the national physical therapy licensure examination for graduates of a public physical therapist education program. J Phys Ther Educ 2018;32:8–16.
  • Commission on accreditation in physical therapy education. Aggregate program data: 2019 physical therapist education programs facts sheets. American Physical Therapy Association, Alexandria, VA. [Internet]. [Retrieved on March 13, 2021]. Available from: http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Aggregate_Program_Data/AggregateProgramData_PTPrograms.pdf
  • American Council of Academic Physical Therapy. Diversity task force board report. [Internet]. [Retrieved on March 13, 2021]. Available from: https://www.acapt.org/docs/default-source/reports/diversity-task-force-final-report.pdf?sfvrsn=2
  • United States Census. QuickFacts population estimates V2019 published online. [Internet]. [Retrieved on March 15, 2021]. Available from: https://www.census.gov/quickfacts/fact/table/US/PST045219
  • Dillon LS, Tomaka J. NPTE predictors in a Hispanic-serving institution’s physical therapist education program. J Phys Ther Educ 2010;24:14–8.
  • Musick DW, Ray RH. Preparation for medical school via an intensive summer program for future doctors: a pilot study of student confidence and reasoning skills. J Educ Train Stud 2016;4:169–76.
  • Wojciechowski M. Who are tomorrow’s PTs and PTAs? PT Motion 2018;10:30–41.
  • Philadelphia College of Osteopathic Medicine (PCOM). Strategic plan 2020–2025. [Internet]. [Retrieved on February 18, 2021]. Available from: https://www.pcom.edu/about/strategic-initiatives/documents/strategic-plan-2025.pdf
  • Yeung, M. It’s supposed to be super easy and it’s not: black and latinx student experiences in the doctor of physical therapy admissions process. Virginia Commonwealth University. 2020. [Internet]. [Retrieved on January 13, 2021]. Available from: https://scholarscompass.vcu.edu/etd/6443
  • Veld R Van, Slaven EJ, Reynolds B, Shupe P, Woolery C. First-year doctor of physical therapy students demonstrate change in coping with stress. J Phys Ther Educ 2018;32:138–44.
  • National Academy of Sciences, Engineering and Medicine. How people learn II: learners, contexts and cultures. Washington DC; National Academies Press; 2018. p. 346.
  • Schunk DH, DiBenedetto MK. Motivation and social cognitive theory. Contemporary Educational Psychology 2020;60:101832.
  • AL-Baddareen G, Ghaith S, Akour M. Self-efficacy, achievement goals, and metacognition as predictors of academic motivation. Procedia Social and Behavioral Sciences 2015;191:2068–73.
  • Panadero E. A review of self-regulated learning: six models and four directions for research. Front Psychol 2017;8:422.
  • Ryan RM, Deci EL. Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology 2020;61: 101860.
  • Bandura A. Cultivate self-efficacy for personal and organizational effectiveness. In: Locke EA, editor. The Blackwell handbook of principles of organization. Oxford, UK: Blackwell Publishing Ltd; 2017. p. 125–41.
  • Kusurkar RA, Croiset G, Galindo-Garre F, Cate OT. Motivational profiles of medical students: association with study effort, academic performance and exhaustion. BMC Med Educ 2013;13:87.
  • Cho M-H, Heron ML. Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education 2015;36:80–99.
  • Sobral DT. What kind of motivation drives medical students’ learning quests? Med Educ 2004;38:950–7.
  • Agricola BT, Blind P, Traas E. Differences in regulation and efficiency of learning between traditional and non-traditional students. Social Cosmos 2012;3:153–69.
  • de Oliveira IM, Rodríguez-Fuentes G. The relationship between results on MSLQ and academic performance in different subjects of physiotherapy studies in a Spanish university. Proceedings of EDULEARN16 Conference, Barcelona, Spain, 2016. p. 4612–7.
  • Ngwira F, Gu C, Mapoma H, Kondowe W. The role of academic emotions on medical and allied health students motivated self-regulated learning strategies. J Contemp Med Educ 2017;5:23–30.
  • Pintrich PR, Smith DA, Garcia T, McKeachie WJ. A manual for the use of the motivated strategies for learning questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Washington DC: Office of Educational Research and Improvement (ED); 1991. 79 p.
  • Duncan TG, McKeachie WJ. The making of the motivated strategies for learning questionnaire. Educ Psychol 2005;40:117–28.
  • Pintrich PR, Smith DAF, Garcia T, Mckeachie WJ. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ Psychol Meas 1993;53:801–13.
  • Pizzimenti MA, Axelson RD. Assessing student engagement and self-regulated learning in a medical gross anatomy course. Anat Sci Educ 2015;8:104–10.
  • Fabrizio PA. Oral laboratory examinations in a physical therapy program. Anat Sci Educ 2013;6:271–6.
  • Faul F, Erdfelder E, Buchner A, Lang A-G. Statistical power analysis using G*Power 3.1: tests for correlation and regression analysis. Behav Res Methods 2009;41:1149–60.
  • Bell ML, Teixeira-Pinto A, McKenzie JE, Olivier J. A myriad of methods: calculated sample size for two proportions was dependent on the choice of sample size formula and software. J Clin Epidemiol 2014;67:601–5.
  • Stegers-Jager KM, Cohen-Schotanus J, Themmen APN. Motivation, learning strategies, participation and medical school performance. Med Educ 2012;46:678–88.
  • Tembo L, Ngwira F. The impact of self-efficacy beliefs on learning strategies: towards learning Human Anatomy at College of Medicine. J Comtemp Med Educ 2016;4:47.
  • Isik U, Tahir O El, Meeter M, Heymans MW, Jansma EP, Croiset G, Kusurkar RA. Factors influencing academic motivation of ethnic minority students: a review. SAGE Open 2018;8:215824401878541.
  • Janove M, Aguliar I, Knapp A. Diversifying physical therapy: recruitment and retention of under-represented minorities to improve patient outcomes. University of Puget Sound Physical Therapy Research Symposium 2018;38. Available from:https://soundideas.pugetsound.edu/ptsymposium/38
  • Loh EKY. What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System 2020;86:102119.
  • Nolen SB. A situative turn in the conversation on motivation theories. Contemporary Educational Psychology 2020;61:101866.
  • Roick J, Ringeisen T. Self-efficacy, test anxiety, and academic success: a longitudinal validation. International Journal of Educational Research 2017;83:84–93.
  • Wise D, Dominguez J, Kapasi Z, Williams-York B, Moerchen V, Brooks S, Ross LJ. Defining underrepresented minorities and promoting holistic review admissions strategies in physical therapist education. J Phys Ther Educ 2017;31:8–13.
There are 42 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Teaching Anatomy
Authors

Philip A. Fabrizio

Shannon L. Groff This is me 0000-0002-6869-7209

Anne M. R. Agur This is me 0000-0002-2303-3628

Publication Date December 31, 2021
Published in Issue Year 2021 Volume: 15 Issue: 3

Cite

APA Fabrizio, P. A., Groff, S. L., & Agur, A. M. R. (2021). Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study. Anatomy, 15(3), 230-239.
AMA Fabrizio PA, Groff SL, Agur AMR. Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study. Anatomy. December 2021;15(3):230-239.
Chicago Fabrizio, Philip A., Shannon L. Groff, and Anne M. R. Agur. “Effect of Motivational Behaviors and Race/ Ethnicity on Academic Success in Physical Therapy Students: A Preliminary Study”. Anatomy 15, no. 3 (December 2021): 230-39.
EndNote Fabrizio PA, Groff SL, Agur AMR (December 1, 2021) Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study. Anatomy 15 3 230–239.
IEEE P. A. Fabrizio, S. L. Groff, and A. M. R. Agur, “Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study”, Anatomy, vol. 15, no. 3, pp. 230–239, 2021.
ISNAD Fabrizio, Philip A. et al. “Effect of Motivational Behaviors and Race/ Ethnicity on Academic Success in Physical Therapy Students: A Preliminary Study”. Anatomy 15/3 (December 2021), 230-239.
JAMA Fabrizio PA, Groff SL, Agur AMR. Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study. Anatomy. 2021;15:230–239.
MLA Fabrizio, Philip A. et al. “Effect of Motivational Behaviors and Race/ Ethnicity on Academic Success in Physical Therapy Students: A Preliminary Study”. Anatomy, vol. 15, no. 3, 2021, pp. 230-9.
Vancouver Fabrizio PA, Groff SL, Agur AMR. Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study. Anatomy. 2021;15(3):230-9.

Anatomy is the official journal of Turkish Society of Anatomy and Clinical Anatomy (TSACA).