Document Type

Article

Publication Date

3-2021

Abstract

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 33first-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.

Publication Title

Revista Argentina de Anatomía Clínica (Argentine Journal of Clinical Anatomy)

Volume

13

Issue

1

First Page

9

Last Page

16

Comments

This article was published in Revista Argentina de Anatomía Clínica (Argentine Journal of Clinical Anatomy), Volume 13, Issue 1, pages 44455.

The published version is available at https://doi.org/10.31051/1852.8023.v13.n1.31861.

Copyright © 2021 Philip A. Fabrizio, Anne MR Agur, Shannon L. Groff, CC BY-NC 4.0.

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