Professional commitment and the motivation to learn as predictors of professional learning activities
| dc.contributor.author | Abdul Majeed, Abu Bakar | |
| dc.date.accessioned | 2015-07-30T02:34:55Z | |
| dc.date.available | 2015-07-30T02:34:55Z | |
| dc.date.issued | 1996 | |
| dc.description.abstract | The suitability of using professional commitment and the motivation to learn as predictors of professional learning activities (PLA) was investigated. A mail survey was employed with a 42% response rate. Professional commitment (r=O:I4) and the motivation to learn (r-"-0.267) were both correlated to PLA (p<O.OOOI). When . . individually analysed, the three variables were found to be influenced by demographic factors. Demographic variables whiqJi affected professional commitment were gender, age and location of practice. Significant differences in motivation to learn were observed in relation to practice setting, employment status and income level. Pharmacists' qualification, practice setting and level of income significantly influenced the professional learning activities. Regression analysis of PLA on professional commitment and motivation to learn indicated that the latter was the more powerful indicator of PLA (B=0.250; p<O.OOOI ). Professional commitment was a weak predictor of PLA (B=0.068; p=0.08). When demographic variables were added separately to the regression, gender proved to be a strong moderating factor, significantly atTecting professional commitment (B=0.514~ p<0.05). It is concluded .. that professional· commitment and motivation to Jearn are plausible predictors of PLA. Their effects are, however, influenced by demographic characterist | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/926 | |
| dc.language.iso | en | en_US |
| dc.subject | Motivation | en_US |
| dc.subject | Learning activities | en_US |
| dc.title | Professional commitment and the motivation to learn as predictors of professional learning activities | en_US |
| dc.type | Thesis | en_US |
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