“Metacognitive awareness and academic motivation among physical therapy students: a correlational study” / [author]: Cayabyab, Merolfson A., Dinglasan, Andrea B., Encarnacion, Anya S., Noriega, David Lance A., Tan, Ralph Edison M. [co-author]: Kermaigne Miranda Atienza

Includes Appendix

ABSTRACT:
Background: This correlational study investigates the relationship between metacognitive awareness and academic motivation among physical therapy students.
Methods: We performed a quantitative correlational study involving physical therapy students from FEU-NRMF. Data were collected from 217 PT students using the Metacognitive Awareness Inventory (MAI) and Academic Motivation Scale College Version (AMS-C 28) as the basis for the survey questionnaire.
Results: Results reveal high levels of metacognitive awareness (69%) and academic motivation across all year levels, with no significant differences based on sex except for introjected extrinsic motivation, where female physical therapy students scored higher than their male counterparts (Females 23.2±4.1, vs Males 21.7±4.8). Academic motivation is particularly high among 2nd-year students (144.41 ± 19.59), with extrinsic motivations leading. Weak but statistically significant correlations exist between overall metacognitive awareness and academic motivation (r=0.34, p<0.05).
Conclusion: The study highlights the prevalence of high metacognitive awareness and academic motivation across all academic years and sexes and underscores the importance of understanding these factors in shaping curriculum and supporting student success in Physical Therapy education. By recognizing the interplay between metacognitive skills, motivation, and academic
achievement, educators and administrators can develop effective strategies to enhance student learning outcomes and promote academic success.
Keywords: metacognitive awareness, academic motivation, physical therapy students.

School of Physical Therapy Thesis - School of Physical Therapy