Satisfaction and Importance Factors in Athletic Training Education

Autor/inn/en	Carr, W. David; Swann, Elizabeth; Frey, Bruce B.
Titel	Satisfaction and Importance Factors in Athletic Training Education
Quelle	In: Athletic Training Education Journal, 4 (2009) 3, S.104-108 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Athletics; Grade Point Average; Likert Scales; Statistical Analysis; Enrollment; Satisfaction; College Athletics; Intercollegiate Cooperation; Higher Education; Accreditation (Institutions); Evaluation; Correlation; Effect Size; Training + Suchen Sie Ihr Suchwort? Leichtathletik; Likert-Skala; Statistische Analyse; Einschulung; Zufriedenheit; College athletes; Collegesport; Hochschulsport; Hochschulkooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Evaluierung; Korrelation; Ausbildung
Abstract	Objective: To examine various institution and student demographics and the ratings of Satisfaction (SAT) and Importance (IMP) for several programmatic variables within Athletic Training Education Programs (ATEPs). Design and Setting: A survey of SAT and IMP ratings of programmatic variables conducted with accredited, entry-level ATEPs. Subjects: Students enrolled in their final semester/term. Measurements: Students' SAT and IMP was measured by asking students to rate, on a 10-point Likert scale, seven programmatic factors. Various institution/program (state versus private affiliation, athletic division, Carnegie classification, and university enrollment) and student (age, gender, self-reported grade point average) demographic data were collected. Results: The sample consisted of 403 students from 99 institutions. Total SAT and IMP was computed by calculating the mean score across all seven factors. An analysis of variance showed a significant difference (F[subscript 2,275] = 4.25, P = 0.01) for SAT within Carnegie classification with master's institution students more satisfied than doctoral institution students. A repeated measures analysis found significant differences (F[subscript 6,292] = 34.77, P less than 0.001) between SAT factors with students more satisfied with instructor availability than the other factors A repeated measures analysis found significant differences (F[subscript 6,292] = 53.64, P less than 0.001) between IMP factors with the quality of instruction in the major and quality of clinical experiences rated higher than the other factors. Conclusions: Our results revealed that the type of institution has a greater effect upon student ratings of SAT and IMP than the student characteristics themselves. (Contains 4 tables.) (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10