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Cognitive Development, Motivation, a...

Krieger, Oscar H.

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Cognitive Development, Motivation, and Grade Point Average as Predictors of Success on the Board of Certification Exam for Athletic Trainers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cognitive Development, Motivation, and Grade Point Average as Predictors of Success on the Board of Certification Exam for Athletic Trainers./
作者:	Krieger, Oscar H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648796
ISBN:	9781321489569

Cognitive Development, Motivation, and Grade Point Average as Predictors of Success on the Board of Certification Exam for Athletic Trainers.
Krieger, Oscar H.

Cognitive Development, Motivation, and Grade Point Average as Predictors of Success on the Board of Certification Exam for Athletic Trainers. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 119 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ed.D.)--Aurora University, 2014.

The purpose of this study was to investigate the relation between cognitive development, motivation, and cumulative grade point average (GPA) as predictors of success on the Board of Certification (BOC) exam for athletic trainers. Low first time pass rates on the BOC exam provided the incentive for this investigation. In addition, there is little research on predictors of success for the current form of the BOC exam.

ISBN: 9781321489569Subjects--Topical Terms:

517650
Educational psychology.

Cognitive Development, Motivation, and Grade Point Average as Predictors of Success on the Board of Certification Exam for Athletic Trainers.
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520 $a The purpose of this study was to investigate the relation between cognitive development, motivation, and cumulative grade point average (GPA) as predictors of success on the Board of Certification (BOC) exam for athletic trainers. Low first time pass rates on the BOC exam provided the incentive for this investigation. In addition, there is little research on predictors of success for the current form of the BOC exam.
520 $a A convenience sample of seventy-four students eligible to take the BOC exam from eleven Illinois colleges and universities participated in the study. The Learning Context Questionnaire (LCQ) was used to assess cognitive development as described by the Perry scheme of ethical and intellectual development. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess six motivation subscales related to academic achievement. GPA was assessed for its ability to predict success on the BOC exam. Bivariate correlation and stepwise multiple regression were conducted to assess the relationship between variables. An independent sample t-test was conducted to examine gender differences among variables.
520 $a The results demonstrated that cumulative GPA, self-efficacy, and test anxiety significantly correlated with success on the BOC exam. Test anxiety resulted in a significant negative correlation with success on the BOC exam. Multiple stepwise regression demonstrated that GPA was the best overall predictor of success on the BOC exam. Independent sample t-tests indicated that males scored higher on the self-efficacy sub-scale of the MSLQ and that females scored higher on the test-anxiety subscale of the MLSQ. LCQ scores assessing cognitive development along Perry's (1999) scheme resulted in no correlation with success on the BOC exam. Although no relation existed between these two variables, the results indicate that students in the current study graduated college as dualistic thinkers and still passed the BOC exam.
520 $a The results of the current study suggest that athletic training educators should develop strategies to help improve student academic self-efficacy, incorporate intervention strategies to help students reduce test anxiety, investigate and implement preadmission standards that may be more reflective of exit GPA, and develop pedagogies that enhance critical thinking in the classroom and in the clinical setting.
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