Effect of motivational behaviors and race/ ethnicity on academic success in physical therapy students: a preliminary study

Objectives: Doctor of Physical Therapy (DPT) program admissions criteria and markers indicative academic success appear to be mismatched. Acceptance into a DPT implies that students have developed self-regulated learning strategies however, motivation behaviors are not typically assessed during the process. The aim this study was determine direct effects motivational race/ethnicity on moderating effect behaviors. Methods: Thirty-three first-year participated their first foundational course, clinical anatomy. Motivation subscales from motivated for questionnaire (MSLQ) were used assess student which then compared course grades. Results: Self-efficacy performance significantly correlated with grade [r(31)=0.44, p< 0.05]. Course differed at statistically significant level by [t(31)=2.93, p<0.01]. Race/ethnicity (B=0.05, SE=0.01, b=0.42, p<0.008) self-efficacy (B=0.02, b=0.39, p<0.01), remained related grade. Conclusion: ethnicity factors could utilized in programs aid development teaching support students.