000			02992nam a22003137a 4500
001			T002919
003			PILC
005			20241106090730.0
008			241106b |||||||| |||| 00| 0 eng d
040			_beng _cFEU-NRMF MEDICAL LIBRARY _drda
050			_aPT 2024 0016
100	1		_aCayabyab, Merolfson A., _eauthor
245	0	1	_a“Metacognitive awareness and academic motivation among physical therapy students: a correlational study” / _b[author]: Cayabyab, Merolfson A., Dinglasan, Andrea B., Encarnacion, Anya S., Noriega, David Lance A., Tan, Ralph Edison M. [co-author]: Kermaigne Miranda Atienza
260			_aQuezon City, Philippines; _bFEU-Dr. Nicanor Reyes Medical Foundation Institute of Medicine, _c2024
300			_a108pages _c28cm
336			_2rdacontent _atext
337			_2rdamedia _amediated
338			_2rdacarrier _avolume
504			_aIncludes Appendix
520			_aABSTRACT: 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.
521			_aKoakh _aTHPT
700			_aDinglasan, Andrea B., _eauthor
700			_aEncarnacion, Anya S., _eauthor
700			_aNoriega, David Lance A., _eauthor
700			_aTan, Ralph Edison M. _eauthor
700			_aKermaigne Miranda Atienza _eco-author
856			_21 _30 _qpdf _uhttps://library.feu-nrmf.ph/cgi-bin/koha/opac-retrieve-file.pl?id=94385623d38388c8bd079bbcb386c613 _yClick here for FULL TEXT
942			_2lcc _cTH
999			_c13189 _d13189