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Background: The aim of the nursing field is to
better develop individual, family and community health, to prevent disease, to
provide better care for patients, and to relieve suffering. To achieve this
goal, it is important that students are eager to learn and have faith that they
can succeed. Motivation is key to professional success. The purpose of the
study is to find out
whether motivation plays a vital role in academic performance of students
enrolled for nursing.
Method: Descriptive survey designed was used to
assess factors influencing academic performance among 136 nursing students
using a non-probability sampling technique. Data was gathered from Structured
Academic Motivation Scale which had 60 questions, of which 30 are related to
intrinsic factors and 30 are related to extrinsic factors. The
study proposal was sanctioned by the ethical committee. Permission was obtained
from the concerned authority and from participant also.
Results: The study found positive relationship
between student’s motivation and student’s academic performance as the
calculated R value is 0.0092. As per the results extrinsic motivational factors
(51%) and intrinsic factors (49%) are approximately nearby but the no of highly
motivated participants is only 23% and fairly motivated is 77%. This
relationship is mutual, which means students who are more motivated do better and student who perform
better become more motivated.
Conclusion: Investigator would
like to suggest to universities, colleges, faculty, nursing leaders to identify
and implement strategies which will help to improve intrinsic and extrinsic
motivation among nursing students.
Keywords: Motivation, Academic performance, Influencing
INTRODUCTION
Motivation is the reason for people’s actions,
desires and needs. Motivation is also one's direction to behavior or what
causes a person to want to repeat a behavior. An individual's motivation may be
inspired by others or events (extrinsic motivation) or it may come from within
the individual (intrinsic motivation). Motivation has been considered as one of
the most important reasons that inspire a person to move forward. Academic
motivation is a broad term incorporating many concepts studied by scholars to
include self-efficacy, determination, resilience, etc.
Student motivation is the element that leads
students’ attitude towards learning process. Number of studies has been
conducted to probe the role of student motivation toward academic performance
and different definitions of students’ motivation have been used by various
researches.
A diminished motivation in nursing students,
who are involved in human's life, has numerous impacts on public health through
the problems it causes for the nurses themselves leading to resources waste [1].
Research shows that a decrease in motivation or lack of motivation in nursing
students is one of the major causes for nursing students and staff's turnover [2].
About 15-20% of nursing students annually leave their education in the world,
which results in a shortage in nursing personnel and negatively affects
educational and professional motivation of other nursing students [1]. Research
shows that nursing programs are one of the most expensive high educational
programs that impose a high financial burden to educational system and put the
health services in shortage of nursing forces [1]. Based on research, 30% of
the nursing students study nursing with no motivation.
The aim of the nursing field is to better
develop individual, family and community health, to prevent disease, to provide
better care for patients and to relieve suffering. To achieve this goal, it is
important that students are eager to learn and have faith that they can succeed. Motivation
is key to
REVIEW
OF LITERATURE
Conducted a research on influence of
motivation on student’s academic performance. The study employed the survey
design. The sample comprised of 720 respondents comprising of 640 students and
80 teachers randomly drawn from 16 secondary schools and 15 people from
different walks of life. Researcher's self-developed motivational questionnaire
(IMOAP) on influence of motivation on academic performance for secondary school
students. There was significant relationship between
school environment and structure and students' motivation [3]. Performed a cross-sectional correlation study to assess relationship between
academic motivation and academic achievement among
252 Tehran University students. 43 item structured questionnaires
were used to measure 8 aspects of motivation. The results revealed that students’
academic achievement requires coordination and interaction between different
aspects of motivation [4]. Conducted a survey to assess factors affecting the academic
performance among female nursing students of Nursing College at Taibah University (Saudi Arabia). Data was collected
from 205 under-graduate
female nursing students by using interviewing questionnaire and self-reporting questionnaire. The finding of the study suggest majority of
the factors affecting academic performance were from personal condition, i.e., feeling sleepy in class and less
factor was difficult of breathing and from the study habit the most important
factor affecting academic performance was studying only for quiz, teacher has
mastery of the subject matter’ had the greatest mean with a very high impact,
and the time scheduled is not followed was considered high impact factor of
school related aspects [5]. Conducted
a cross-sectional Correlational
study, out of the total 422 medical students, from 4th to final year
during the academic year 2007-2008, at School of Medicine, Isfahan University
of Medical Sciences, 344 participated in completion of the Inventory of School
Motivation (ISM), comprising 43 items and measuring eight aspects of
motivation. Results revealed that students' academic achievement requires coordination and interaction
between different aspects of motivation [6].
PROBLEM STATEMENT
Title
A study to assess factors influencing
motivation for academic performance among nursing students of selected nursing
college.
Overall goal
To identify factors influencing academic
motivation in learners of varying abilities at all grade levels.
Objectives
·
To identify intrinsic and extrinsic
factors influencing motivation for academic performance.
·
To correlate academic motivation with
academic performance.
RESEARCH METHODOLOGY
Approach
Quantitative.
Design
Descriptive survey.
Assumption
The study assumes that motivation has effect
on academic performance among nursing students.
Hypothesis
H0: Motivation has no relationship with
academic performance at 0.05 Level of Significance among nursing students.
Variables
Independent
variable:
Motivation.
Dependent variable: Academic performance.
Sample
Nursing students at all grades.
Sample size
136
Sampling technique
Non probability purposive.
Tool
Structured academic motivation scale.
Description of tool
Tool comprises of
two sections:
Section A: Demographic details (Personal
details, 12th std. percentage).
Section B: Structured rating scale.
Rating scale has 60 questions, of which 30
are related to intrinsic factors and 30 are related to extrinsic factors.
Interpretation of
scores
Score of 60 to 140 indicates Demotivated,
Score of 141 to 220 indicates Fairly
Motivated,
Score of 221 to 300 indicates Highly
Motivated.
Validity and
reliability of tool
Tool was given to experts who included 15
from nursing and four psychologists. Changes were made according to expert’s
suggestions.
Pilot was conducted on 10 students of other
nursing college and 0.85 was the achieved reliability. Thus the tool was found
to be valid and reliable.
Ethical clearance
·
The study proposal was sanctioned by the
ethical committee.
·
Permission was obtained from the
concerned authority of the selected nursing college, Pune.
·
Informed consent was taken from the
participants and anonymity of the subjects that was assured by the coding of
all data.
Data collection
procedure
·
The present study will consist sample
size of 100 nursing students.
·
The subjects are students admitted in
Sadhu Vaswani College of nursing for BSC, PBBSC and MSC Nursing courses.
a) Step 1-
Students will fill questionnaire (academic motivation scale) based on intrinsic
and extrinsic motivational aspects influencing academic performance.
b) Step
2- Students’ academic performance (results) will be assessed.
c)
Step 3- Correlation of academic motivation
with academic performance.
DATA ANALYSIS
Objective 1
To identify intrinsic and extrinsic factors
influencing motivation for academic performance.
Above Table
1 illustrates 51% of participants were influenced with extrinsic factors and
49% were influenced with intrinsic factors for their academic performance (Figure 1).
Table 2 illucates, out of 49% of
intrinsic factors 18% of participants had positive attitude towards studies,
16% of participants were feeling competent to achieve good scores in academics
and 15% of participants showed interest in scoring good in academics (Figure 2).
Table 3 illucates, out of 51% of extrinsic factors 18% of
participants were influenced with student related factors for scoring good in
academics, 17% of participants were influenced with Teaching learning
activities to achieve good scores in academics and 16% of participants were
influenced with teacher related factors for scoring good in academics (Figure 3).
Table 4 explains, majority 77% of
participants was fairly motivated, 23% were highly motivated and no one was
found to be demotivated (Figure 4).
Objective 2
To correlate
academic motivation with academic performance.
On finding correlation between academic
motivation and academic performance, it shows a positive correlation as the
calculated R value is 0.0092. Although technically a positive correlation, the
relationship between the variables is weak (as the value is nearer to zero).
This means that as the motivation scores increases so will the academic
performance (Table 5 and Figure 5).
CONCLUSION
The study results reveal that the extrinsic and intrinsic factors influence
academic motivation of student on academic performance. The study found
positive relationship between student’s motivation and student’s academic
performance as the calculated R value is 0.0092. As per the results extrinsic
motivational factors (51%) and intrinsic factors (49%) are approximately nearby
but the no of highly motivated participants is only 23% and fairly motivated is
77%. This relationship is mutual, meaning students who are more motivated do
better and student who perform better become more motivated.
Researchers
have suggested students with intrinsic motivation are more enthusiastic,
self-driven, challenging and feel pleasure in their studies, students tend to
use strategies that require more effort and that allow them to process
information more strongly. And students with extrinsic motivation try to drag
themselves with academic coursework, feel compelled to learn, and always put
minimum efforts to attain maximum appreciations, students might do a good job
or perform well to achieve a certain reward, but it does not keep them
motivated for long-term and overall performance does not change or is
consistent. Both Intrinsically and extrinsically motivated students may perform
better but the will differ in quality, duration and satisfaction.
Investigator would
like to suggest to universities, colleges and faculty, nursing leaders to
identify and implement strategies which will help to improve intrinsic and
extrinsic motivation among nursing students.
1. Joolaee S, Mehrdad N, Bohrani N (2006) A survey on nursing student's
opinion toward nursing and reasons for giving it up. Iran J Nurs Res 1: 21-28.
2. Nilsson KE, Warrén Stomberg MI (2008) Nursing students motivation toward
their studies - A survey study. BMC Nurs 2008: 7-6.
3. Christiana IO (2009) Influence of motivation on students’ academic
performance Soc Sci 4: 30-36.
4. Kourosh A, Shahrzad EM, Hamzeh AZ, Hadi P (2011) The relationship
between academic motivation and academic achievement students. Proc Soc Behav
Sci 15: 399-402.
5. Elsabagh EEM, Elhefnawy KAH (2017) Factors Affecting the academic
performance among female nursing students. Int J Curr Res 9: 46914-46920.
6. Yousefy A, Ghassemi G, Firouznia S (2012) Motivation and academic
achievement in medical students. J Educ Health Promot 2012: 1-4.
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