The effect of attention control and academic motivation on perceived learning in hybrid occupational therapy education.

INTRODUCTION

Many of the studies on learning have focused on face-to-face or online learning, and information on hybrid learning is limited. The aim of this study is to examine the predictors of perceived learning in occupational therapy students in terms of different variables in the hybrid education process.

METHOD

This study, which was planned in descriptive cross-sectional design, was carried out online using Google Forms. Attentional Control Scale, Academic Motivation Scale, and Perceived Learning Scale were used in this study. Multiple linear regression analysis was performed with the stepwise variable selection method.

FINDINGS

The coefficient of the Academic Motivation Scale Amotivation variable, which made the greatest contribution to the variance rate explained by the regression model, was -0.407. A one-unit increase in the Academic Motivation Scale Intrinsic Motivation and Academic Motivation Scale Extrinsic Motivation variables caused an increase in the Perceived Learning Scale total score of 0.198 and 0.364 standard deviations (SDs), and a one-unit increase in the Academic Motivation Scale_Amotivation variable caused a decrease in the Perceived Learning Scale total score of 0.407 SD.

CONCLUSION

The most important predictor of perceived learning is amotivation. We suggest that improving the intrinsic and extrinsic motivation and reducing amotivation in students studying at universities offering hybrid learning can be used as a strategy that increases attentional control and perceived learning.