EDUCATION RESEARCH POSTER PRESENTATION ABSTRACTS
Please note: All posters will be displayed in
Salons 10-12.
THURSDAY, 10:15-11:00 AM
Finch PM.
The changing motivation of massage therapy students.
Sutherland-Chan School and Teaching Clinic paul@sutherland-chan.com
PURPOSE: The study was conducted in order to
determine whether the level of motivation related to intrinsic (people-oriented)
and extrinsic (external reward) value complexes in a group of massage
therapy students changed during the course of their professional education,
and if so, how.
METHODS: The research was of a quasi-experimental
within subject design, in which data was collected in relation to the
motivations of a class of massage therapy students. This occurred at
the commencement of their professional education and again towards the
end of their final term. On the first day of class, term 1 students
were surveyed using a questionnaire based on the work of Rosenberg (1957),
in which their motivation in relation to intrinsic and extrinsic value
complexes was assessed. Each complex was represented by two items which
were rated on a seven-point interval scale with respect to its importance
in influencing the student's decision to enter massage therapy education.
Towards the end of their final term, this cohort of students was surveyed
in relation to the same value complexes. The only difference between
the instrument used in year one and at the end of year two was that
in the latter case the students were asked to rate the importance of
each of the four factors in relation to entering practice. The data
were then collated and summarized, and the differences between the four
groups of scores (Term 1: intrinsic and extrinsic complexes; Final term:
intrinsic and extrinsic complexes) were tested using Fisher's Least
Significant Difference procedure.
RESULTS: The results support the hypotheses
that massage therapy students are motivated more strongly by intrinsic
than extrinsic rewards both at the commencement of their studies and
as they approach entry to practice. Also evident from the data is the
fact that the students motivation changes during the course of their
professional studies. This change involves significant decrease in the
level of intrinsic motivation and significant increase in the level
of extrinsic motivation. The degree to which this occurs results in
a reduced intrinsic to extrinsic motivation ratio reflecting a 4% shift
in motivation from intrinsic to extrinsic.
CONCLUSION: Professional programs should consider
the balance between intrinsic and extrinsic student motivation and attempt
to control influences that might shift the ratio such that the humanistic
/ altruistic mission of health care is undermined.
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