Career intentions, their influences and motivational factors in diagnostic radiography: A survey of undergraduate students

Radiography ◽  
2021 ◽  
Author(s):  
K. Hizzett ◽  
B. Snaith
Keyword(s):  
Undergraduate Students ◽  
Motivational Factors ◽  
Career Intentions ◽  
Diagnostic Radiography

scholarly journals Students’ motivational factors and engagement strategies in constructivist-based blended learning environments

Afrika Focus ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 13-34
Author(s):  
Haruni Machumu ◽  
Chang Zhu ◽  
Mustapha Almasi
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Motivational Factors ◽  
Self Report ◽  
Instructional Designers ◽  
Design Development ◽  
Constructivist Learning Environment

Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. Specifically, the study examines a) student motivational factors to learn, b) gender differences in motivational factors, and c) relates motivational factors with students’ engagement learning strategies. The study is built on theoretical foundations of engagement learning and constructivist-based blended learning. We used a self-report student motivational factors and engagement learning strategies survey (SMFELSs) to obtain data from 1010 undergraduate students from three universities. The results indicate that students are positively motivated to learn in CBLE. Our results also reveal that there is a statistically significant correlation between motivational factors and students’ engagement learning strategies. The results, on the one hand, enhance our understanding of students’ motivational factors to learn in a CBLE, and on the other hand expand knowledge on which student engagement learning strategies should be adopted and implemented in the context of challenging learning environments. Furthermore, the results are important for instructional designers, university teachers and curriculum developers. Our study further helps to improve the design of blended learning courses, constructivist learning environment and learning activities concerning students’ motivational factors and engagement learning strategies.

scholarly journals Final-year pharmacy undergraduate students’ career intention and its influencing factors: a questionnaire study in northwest China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tianqi Zhang ◽  
Lingui Li ◽  
Ying Bian
Keyword(s):  
Influencing Factors ◽  
Undergraduate Students ◽  
Family Background ◽  
Northwest China ◽  
Questionnaire Study ◽  
University Graduates ◽  
Career Intentions ◽  
Related Field ◽  
Career Intention ◽  
Medical Institutions

Abstract Background Career intention is closely related to the distribution of university graduates across sectors in pharmacy-related field. The aim of the study was to describe career intention and identify its influencing factors among final-year pharmacy undergraduate students in China. Methods A questionnaire study on demographic characteristics, educational situation, family background, occupational value and career intention was conducted among final-year pharmacy undergraduate students at three universities in northwest China. Exploratory factor analysis was used to identify the constructs of occupational value. Multinominal logistic regression was adopted to analyse the factors influencing career intention. Results Among the 275 student participants, 62.6% intended to work in public medical institutions (rural: 44.4%; urban: 18.2%), 26.5% aimed to work in the pharmaceutical industry, 6.5% wanted to work in other sectors in the pharmacy-related field, and 4.4% planned to work in other fields. Their gender, father’s education level, monthly household income per capita, whose opinions were considered most during job selection, the self-gratification factor of occupational value, and employment guidance had significant impacts on students’ career intentions. Conclusion In the Chinese background, the career intention of more than half of the undergraduate pharmacy students was to work in public medical institutions. The career intentions of the overall participants were mainly determined by their gender, family background as well as psychological self-gratification, and they could also be influenced by employment guidance.

scholarly journals Motivational Factors and Effects Associated with Physical-sport Practice in Undergraduate Students

2017 ◽  
Vol 237 ◽  
pp. 811-815 ◽  
Author(s):  
Alejandro Silva Cortés ◽  
Ana María Correa-Díaz ◽  
Martha Luz Benjumea-Arias ◽  
Alejandro Valencia-Arias ◽  
Lemy Bran-Piedrahita
Keyword(s):  
Undergraduate Students ◽  
Motivational Factors ◽  
Sport Practice

The role of entrepreneurial knowledge as a competence in shaping Iranian students’ career intentions to start a new digital business

2017 ◽  
Vol 41 (1) ◽  
pp. 83-100 ◽  
Author(s):  
Ahmad Yaghoubi Farani ◽  
Saeid Karimi ◽  
Mahsa Motaghed
Keyword(s):  
Indirect Effects ◽  
Motivational Factors ◽  
Entrepreneurial Intentions ◽  
Career Intentions ◽  
Content Type ◽  
Entrepreneurial Knowledge ◽  
Iranian Students ◽  
Practical Implications ◽  
Digital Entrepreneurship

Purpose This purpose of this paper, drawing on the theory of planned behaviour (TPB), is to develop an integrated model of entrepreneurial career intentions incorporating the role of motivational factors along with entrepreneurial knowledge. Specifically, this study proposes the existence of a relationship between entrepreneurial knowledge and digital entrepreneurial intentions and asserts that this relation is mediated by the motivational factors. Design/methodology/approach Data were collected from a sample of 150 computer sciences students from four public Iranian universities using a questionnaire. Findings Results indicated that the two motivational factors (namely, attitudes towards digital entrepreneurship and perceived behavioural control) significantly relate to digital entrepreneurial intentions. In addition, entrepreneurial knowledge indicates indirect effects on intentions via these two motivational factors. Practical implications The results of this study have clear implications for both educators and policymakers. Originality/value The study helps to understand the role of entrepreneurial knowledge in shaping digital entrepreneurial intentions through developing an integrated intention model based on the TPB. The results also indicate that the TPB fully accounts for the indirect effects of entrepreneurial knowledge.

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