Date of Award
Spring 6-1-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Jillian Skelton, Ed.D.
Second Advisor
Donna Graham, Ph.D.
Third Advisor
Nicholas Markette, Ed.D.
Abstract
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.