Changes in motivation for learning among occupational therapy students: An analysis using the Trajectory Equifinality Approach

Abstract

It is important for occupational therapy training institutions to motivate students to learn and guide them towards independent learning. In this study, we analyzed the timing and content of changes in the process by which students aiming to become occupational therapists change their motivation to learn independently, using a double-tracked path and other optimal approaches. As a result, the period of change in motivation for learning was divided into eight categories, and in order to improve such motivation from an early stage, learning support using relationship-oriented and self-esteem-oriented and early experience-based learning should be promoted to be practical and fulfilling. The importance of learning is suggested.