Date of Award

Spring 6-1-2018

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Jillian Skelton, Ed.D.

Second Advisor

Donna Graham, Ph.D.

Third Advisor

Nicholas Markette, Ed.D.


The purpose of this study was to examine specific learner characteristics (age, gender, and prior completion of baccalaureate degree) as confounders in the self-reporting of perceived self-efficacy, task value, and affective factors in students’ motivation to learn in simulation-based learning (SBL). The theoretical foundation used in this research connects the definition of competency (CAMRT, 2014) with Bandura’s (1986) concept of self-efficacy and a model for motivation to learn (Pintrich, Smith, García, & McKeachie, 1991). This study was investigated across nursing and allied health programs in a Western Canadian institute of technology. A survey was distributed to full-time students registered in health science programs which are known to use SBL, including nursing and nine allied health programs. Statistical analysis, including independent samples t-test and one-way ANOVA, was conducted across the variables of age, gender, and whether or not the participant had completed a prior baccalaureate degree with the self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). While no statistically significant differences were found between variables, it is recommended that further study of factors influencing motivational beliefs during SBL continue across different allied health programs such that educators develop an understanding of the challenges that may exist within their own disciplines.