Comparative analysis of learning motivations and professional identity in a physical therapist training university:

Iwabe Tatsuya, Osuda Yusuke, Nakamura Takuo, Suzuki Hideki

doi:10.57356/jpte.4.1_1_58

Bibliographic Information

Other Title

学習動機づけおよび職業的アイデンティティの学年比較
A cross-sectional study of lower-grade students
─低学年を対象とした横断的研究─

Abstract

<p>The purpose of this study was to discern the distinct characteristics of learning motivation and professional identity and their relationships among lower-grade students (first and second year) enrolled in a four-year physical therapy training university. A cross-sectional questionnaire survey was conducted with 152 students (first-year students: 72, second-year students: 80) as the final sample. It was observed that learning motivation was significantly lower among second-year students compared to first-year students, especially in the “training orientation” aspect of learning content involvement. Likewise, scores for all categories of vocational identity were significantly lower among second-year students than first-year pupils. The correlation coefficients were calculated for each category to ascertain the relationship between the motivation to learn and occupational identity, and the correlation coefficients were significantly lower for second-year students in comparison to first-year students. These results suggest that first-year and second-year students exhibit different motivations for learning and occupational identities, with the associations between these factors being variable.</p>

Journal

Journal of Physical Therapy Education(Japan)

Journal of Physical Therapy Education(Japan) 4 (1), 1_58-1_66, 2024-04-01

Japanese Society of Physical Therapy Education

Keywords

Details 詳細情報について

CRID: 1390299705004003072

DOI: 10.57356/jpte.4.1_1_58

ISSN: 24368008

Text Lang: ja

Data Source

JaLC

Abstract License Flag: Allowed

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