Abstract
This study aimed to evaluate the academic motivation of newly enrolled students in a physical therapy training
program based on self-determination theory and to clarify motivation patterns using cluster analysis. A total of
281 students participated in the study and were assessed for academic motivation, nonacademic motivation,
learning readiness (importance and confidence levels), resilience (innate and acquired), and social skills.
Hierarchical cluster analysis of the five academic motivation scales identified five distinct motivation patterns:
“Diffused Motivation and Conformity Type,” “Average Motivation Type,” “Universal Adaptation Type,” “Low
Motivation Type,” and “Amotivated Type.” Significant differences in nonacademic motivation and non-cognitive
abilities were observed between these patterns. Specifically, the “Universal Adaptation Type” exhibited high
resilience and social skills, while the “Low Motivation Type” and “Amotivated Type” showed lower levels in
these areas. These results suggest that individualized educational support tailored to the motivation patterns
of incoming students is necessary. Early identification of students at risk of low academic adaptation and the
development of appropriate support systems are crucial. Providing high-quality education in physical therapy
requires curricula and support systems that align with the characteristics of each motivation type from the time
of enrollment.
