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Joy Moulton^1,2,3, Craig Vecchiarelli^1,2,3, M Samuel Cheng^1,2,3

¹Joy Moulton is the associate professor in the Department of Physical Therapy at the Nova Southeastern University, Tampa Bay 3400 Gulf to Bay Blvd., Clearwater, FL 33759-4514 (jmoulton@nova.edu). Please address all correspondence to Joy Moulton.

Journal, physical therapy education

|May 17, 2024

概括

学生的自我效能和较低的考试焦虑预测了物理治疗解剖课程的成功. 早期识别这些学习策略可以帮助学生过渡到物理治疗博士课程.

科学领域:

解剖学教育解剖学教育
物理治疗项目物理治疗项目
学生学习策略学生学习策略

背景情况:

一年级研究生经常采用不适合高级学术要求的学习策略.
激励学习策略问卷 (MSLQ) 是一个验证的工具,用于评估学习策略,并与学术表现相关联.
有限的研究存在于MSLQ与物理治疗师学生的解剖学课程表现的相关性.

研究的目的:

在第一年物理治疗师学生中确定最终解剖课程成绩的预测因素.
检查学生特征,学习策略 (通过MSLQ) 和解剖学课程成功之间的关系.
为提高学生在密集DPT课程工作中的成功提供教育干预信息.

主要方法:

39名第一年物理治疗师学生 (混合和传统课程) 参与了.
用回归分析来分析MSLQ分数 (总,域和子尺度) 作为最终解剖学等级的预测指标.
研究的特定子尺度包括自我效能,测试焦虑和批判性思维.

主要成果:

自我效率和测试焦虑子表显著预测了解剖学等级 (R2 = 0.455,P = .029).
较低的测试焦虑分数与较高的解剖学分数正相关.
自我效率,测试焦虑和批判性思维子表的组合显著预测了解剖学成绩 (R2 = 0.603,P = .014).

结论:

在MSLQ动机分级和DPT解剖学最终成绩之间存在中等的相关性.
自我效率和测试焦虑证明了解剖学课程成功的最强的预测能力.
使用像MSLQ这样的工具可以帮助教师识别和支持学生的学习策略,以改善学术成果.

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