This study aims to determine the relationship between metacognitive awareness and academic motivation among physical therapy students. Specifically, it seeks to assess the levels of these variables, examine differences based on demographic characteristics, and explore their correlation. By identifying the extent to which these two variables are related, the research aims to provide insights that could enhance curriculum planning and instructional approaches in physical therapy education.
A quantitative correlational research design was employed in this study involving 217 physical therapy students. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI), and academic motivation was measured with the Academic Motivation Scale - College Version (AMS-C 28). Descriptive statistics, t-tests, ANOVA, Chi-square tests, and Pearson’s correlation were used for data analysis.
Among the 217 respondents, 69% demonstrated high metacognitive awareness, with no significant differences by gender or year level. Most students exhibited high academic motivation, particularly second-year students, who had an average score of 24.8 (±SD 3.6) in the 'identified' domain of extrinsic motivation. Amotivation levels were low (mean = 9.4 ±SD 5.5). Females scored higher in introjected extrinsic motivation (23.2 ± 4.1) than males (21.7 ± 4.8, p 0.05), and second-year students showed more amotivation than first-year students. A weak but significant correlation was found between metacognitive awareness and academic motivation (r = 0.34, p 0.05). Weak correlations were observed with intrinsic motivation (r = 0.33 to r = 0.37) and very weak correlations with extrinsic motivation (r = 0.01 to r = 0.26). The strongest correlations were between comprehension monitoring and intrinsic motivation to experience stimulation.
In conclusion, the study reveals that metacognitive awareness is consistently high among physical therapy students, showing no significant differences based on gender or academic level. In contrast, academic motivation is robust, particularly among second-year students. The differences in introjected extrinsic motivation among genders suggest that educational interventions should consider these variations to foster a more supportive learning environment for all students.
Understanding how metacognitive awareness interacts with academic motivation can guide the development of focused educational strategies in Physical Therapy programs. Strengthening these components could enhance both academic and clinical outcomes, ensuring students are better equipped for their professional practice. This study has important implications for educators and curriculum designers. By integrating metacognitive training into the curriculum, educators can enhance students' self-regulatory skills and academic performance. Furthermore, workshops, seminars, and classroom activities focused on metacognitive awareness can lead to improved learning outcomes and prepare students for successful healthcare careers.
academic motivation
physical therapy students
