How Basic Psychological Needs and Motivation Affect Vitality and Lifelong Learning Adaptability of Pharmacists: A Structural Equation Model

Autor/inn/en	Tjin A Tsoi, Sharon L. N. M.; de Boer, Anthonius; Croiset, Gerda; Koster, Andries S.; van der Burgt, Stéphanie; Kusurkar, Rashmi A.
Titel	How Basic Psychological Needs and Motivation Affect Vitality and Lifelong Learning Adaptability of Pharmacists: A Structural Equation Model
Quelle	In: Advances in Health Sciences Education, 23 (2018) 3, S.549-566 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9812-7
Schlagwörter	Psychological Needs; Structural Equation Models; Gender Differences; Work Environment; Scores; Well Being; Professional Development; Health Personnel; Work Experience; Professional Continuing Education; Questionnaires; Lifelong Learning; Goodness of Fit; Health Services; Pharmacy; Self Determination; Outcomes of Education; Learning Motivation; Foreign Countries; Measures (Individuals); Statistical Analysis; Netherlands; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Arbeitsmilieu; Well-being; Wellness; Wohlbefinden; Medizinisches Personal; Employment experience; Job experience; Occupational experience; Berufserfahrung; Berufsfeldbezogener Unterricht; Weiterbildung; Fragebogen; Life-long learning; Lebenslanges Lernen; Health service; Gesundheitsdienst; Gesundheitswesen; Apotheke; Selbstbestimmung; Lernleistung; Schulerfolg; Motivation for studies; Lernmotivation; Ausland; Messdaten; Statistische Analyse; Niederlande
Abstract	Insufficient professional development may lead to poor performance of healthcare professionals. Therefore, continuing education (CE) and continuing professional development (CPD) are needed to secure safe and good quality healthcare. The aim of the study was to investigate the hypothesized associations and their directions between pharmacists' basic psychological needs in CE, their academic motivation, well-being, learning outcomes. Self-determination theory was used as a theoretical framework for this study. Data were collected through four questionnaires measuring: academic motivation, basic psychological needs (BPN), vitality and lifelong learning adaptability of pharmacists in the CE/CPD learning context. Structural equation modelling was used to analyze the data. Demographic factors like gender and working environment influenced the observed scores for frustration of BPN and factors like training status and working experience influenced the observed scores for academic motivation. A good model fit could be found only for a part of the hypothesized pathway. Frustration of BPN is positively directly related to the less desirable type of academic motivation, controlled motivation (0.88) and negatively directly related to vitality (- 1.61) and negatively indirectly related to learning outcomes in CE. Fulfillment or frustration of BPN are important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. Basic psychological needs are very important predictors for well-being and learning outcomes. Further research should be conducted to discover how we can prevent these needs from being frustrated in order to design a motivating, vitalizing and sustainable CE/CPD system for pharmacists and other healthcare professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01