Motivation Factors

Motivational Factors

Very
Importan
t
%

Importa
nt
%

Neutra
l
%

Not
importan
t
%

Not At All
Important
%

Compatibility with family

life
Desire to help others
Availability of Jobs
Job Security
Desire to work in health
care
Regular work hours
High income relative to
years of education
Desire to work with
people
Flexible work hours
Positive perception of
profession
Wish to provide public
service
Professional status
Scientific based program
Degree leads to
recognition
Convenient location of
school
Personal experience in
the field
Unsatisfied with
alternative course/career
Expectation of family

80(38)

18(9)

2(1)

80(38)
76(37)
72(33)
71(34)

21(10)
22(11)
26(12)
23(11)

0
2(1)
2(1)
4(2)

0
0
0
2(1)

0
0
0
0

67(31)
65(30)

24(11)
30(14)

9(4)
4(2)

0
0

0
0

65(31)

31(15)

4(2)

63(31)
57(28)

27(13)
27(13)

4(2)
8(4)

6(3)
8(4)

0
0

56(25)

38(17)

2(1)

2(1)

2(1)

51(25)
44(20)
38(18)

37(18)
40(18)
35(17)

10(5)
11(5)
19(9)

2(1)
2(1)
6(3)

0
2(1)
2(1)

37(18)

35(17)

18(9)

8(4)

34(15)

18(8)

7(3)

(1)
11(5)

30(13)

27(12)

5(2)

5(2)

26(12)

21(10)

2(2)

21(10)

Work experience in the

field
Influence of family

24(11)

20(9)

9(4)

20(9)

13(6)

21(10)

13(6)

30(14)

11(5)

20(9)

9(4)

22(10)

11(5)

8(4)

23(11)

36(17)

7(3)

11(5)

30(13
)
34(15
)
30(14
)
27(12
)
23(11
)
38(17
)
21(10
)
31(14
)

16(7)

36(16)

Influence of
mentor/advisor
Family in the dental field
Influence of friends

Table 1. Motivating influences by level of importance of dental hygiene students. *

The most important factors were compatibility with family life and wanting to help
others.

Degree Expected
Associate degree

75%

Bachelors degree

25%

Table 2: Degree expected by dental hygiene students

Race and Ethnic Heritage of dental hygiene students

50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
White (Non-Hispanic)

Hispanic or Latino

Pacific Islander

Figure1: Race and Ethnic Heritage of dental hygiene students

African American