Motivational and Self-Regulated Learning Strategies as Predictors of Gross Anatomy Performance in Doctor of Physical Therapy Students: A Cross-Sectional Study

Authors

• Kelly Reynolds, Doctor of Physical Therapy Division, Department of Orthopedics, Duke University School of Medicine, Durham, North Carolina, USAFollow
• Marcus Roll, Doctor of Physical Therapy Division, Department of Orthopedics, Duke University School of Medicine, Durham, North Carolina, USA
• Karen Huhn, School of Physical Therapy, Massachusetts College of Pharmacy and Health Sciences, Worcester, Massachusetts, USA

Abstract

Background: Motivation and self-regulated learning strategies influence how students engage with and persist through complex learning tasks in health professions education. However, academic performance is multifactorial, and the contribution of these constructs in Doctor of Physical Therapy (DPT) education remains unclear.

Purpose: To explore whether aspects of motivation and self-regulated learning strategies are associated with and predictive of gross anatomy performance in DPT students.

Methods:  In this cross-sectional study, first-year DPT students from two U.S. programs completed the Motivated Strategies for Learning Questionnaire (MSLQ) at the start of a gross anatomy course. Final aggregated course grade served as the measure of academic performance. Correlational analyses (r/ρ) examined relationships between MSLQ subscales and course grades, followed by hierarchical linear regression using significant correlates while controlling for program.

Results:  Eighty-two DPT students participated (76.8% female, mean age 22.4 (sd 2.4) years). Intrinsic goal orientation and effort regulation demonstrated weak positive correlations with final anatomy grades (r = 0.27 and 0.23, respectively, p2 = 0.25, F(4,77) = 6.31, p < .001) was associated with a medium effect size (Cohen’s f ²= 0.33), with 22% of variance explained after controlling for program.  Intrinsic goal orientation (β = 0.25, SE = 0.93, 95% CI [0.34, 4.04], p = .02) and effort regulation (β = 0.27, SE = 0.93, 95% CI [0.47, 4.15], p=.02) remained significant positive contributors to anatomy performance, while peer learning (β = -0.35, SE = 0.58, 95% CI [-3.06, -0.75], p < .001) demonstrated a negative association in the primary model that was not retained in the sensitivity analysis including all MSLQ subscales.

Conclusion: Intrinsic goal orientation and effort regulation demonstrated modest but consistent associations with gross anatomy performance, while peer learning showed a context-dependent relationship. Given the modest variance explained, these constructs should be considered within a broader, multifactorial framework. In the context of evolving admissions practices, motivation and learning strategies may provide additional insight into student performance after matriculation. Further research is needed to determine how these modifiable factors can inform strategies to support student success in DPT education.

Recommended Citation

Reynolds, Kelly; Roll, Marcus; and Huhn, Karen (2026) "Motivational and Self-Regulated Learning Strategies as Predictors of Gross Anatomy Performance in Doctor of Physical Therapy Students: A Cross-Sectional Study," Health Professions Education: Vol. 12: Iss. 5, Article 1.
DOI: 10.55890/2452-3011.1420
Available at: https://hpe.researchcommons.org/journal/vol12/iss5/1