@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):49-54
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):49-54
Role of Social Well-Being and Academic Vitality in Predicting the Academic Motivation in Nursing Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Abbasi M. (*)Ayadi N. (1)
Shafiee H. (2)
Pirani Z. (3)
(*) Psychology Department, Literature & Human Sciences Faculty, Salman Farsi University of Kazerun, Kazerun, Iran
(1) Counseling Department, Psychology & Educational Science Faculty, Kharazmi University, Tehran, Iran
(2) Psychology Department, Literature & Human Sciences Faculty, Bushehr Branch, Islamic Azad University, Bushehr, Iran
(3) Psychology Department, Literature & Human Sciences Faculty, Arak Branch, Islamic Azad University, Arak, Iran
Correspondence
Address: Psychology Department, Literature & Human Sciences Faculty, Salman Farsi University of Kazerun, Taleghani Street, Kazerun, Iran. Postal Code: 73544-73196Phone: +987142226050
Fax: +987142229080
abbasi@kazeronsfu.ac.ir
Article History
Received: November 8, 2015Accepted: January 3, 2016
ePublished: March 28, 2016
ABSTRACT
Aims
Due to the studentship stressful factors and challenging clinical conditions and internship, the nursing students undergo emotional exhaustion and academic burnout. The outcomes might, also, negatively affect their academic engagement and functions. The aim of this study was to explain the academic motivation of the nursing students based on the social welfare and vitality.
Instrument & Methods In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests.
Findings The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001) and the subscales including emotional motivation (r=0.103; p<0.048) and cognitive motivation (r=0.154; p<0.003). Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation.
Conclusion The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role.
Instrument & Methods In the correlational study, the nursing students of Arak University of Medical Sciences were studied in the academic year 2014-15. 210 students were selected via available sampling. Data was collected using academic motivation, Kees social welfare, and academic vitality questionnaires. Data was analyzed by SPSS 18 software using Pearson correlation and multivariate regression tests.
Findings The total mean scores of social welfare, academic motivation, and academic vitality were 98.68±13.21, 40.55±5.98, and 18.58±7.58, respectively. There were significant and positive correlations between social welfare and academic motivation (r=0.183; p<0.001) and the subscales including emotional motivation (r=0.103; p<0.048) and cognitive motivation (r=0.154; p<0.003). Due to the lack of any correlation between academic vitality and academic motivation and its sub-scales, the academic vitality could not predict the academic motivation. Nevertheless, the social welfare could predict 33% of the variance of academic motivation.
Conclusion The social welfare plays an important role to determine the academic motivation of nursing students. Nevertheless, academic vitality plays no role.
CITATION LINKS
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[18]Abbasi M, Dargahi SH, Pirani Z, Bonyadi F. Role of procrastination and motivational self-regulation in predicting students’ academic engagement. Iran J Med Educ. 2015;15(23):160-9. [Persian]
[19]Heydari Gh, Ghanayi Z. Social well-being standardized questionnaire. Thoughts Behav Clin Psychol. 2008;2(7):31-40. [Persian]
[20]Martin AJ, Marsh HW. Academic resilience and its psychological and educational correlates: A construct validity approach. Psychol Sch. 2006;43(3):267-81.
[21]Suárez-Orozco C, Pimentel A, Martin M. The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teach Coll Rec. 2009;111(3):712-49.
[22]Abdollah Tabar H, Coldy A, Mohagegi Kamal H, Setareh Forozan A, Salehy M. A study of social well-being among students. Soc Welf Q. 2008;8(30-31):171-90. [Persian]
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[25]Nazary R, Beheshty Z, Arzani A, Hajhoseini F. Stressors in the nursing students' clinical training Amol. Babul Univ Med Sci. 2007;9(2):45-50. [Persian]
[2]Mikaeili N, Afrooz G, Golizadeh L. The relationship of self-concept and academic burnout with academic performance of girl students. J Sch Psychol. 2013;1(4):124-30. [Persian]
[3]Abbasi M, Dargahi Sh, Mohammad Alipor Z, Mehrabi A. The role of student stressors in predicting procrastination and academic burnout among nursing students. Iran J Med Educ. 2015;15(1):293-303. [Persian]
[4]Casuso-Holgado MJ, Cuesta-Vargas AI, Moreno-Morales N, Labajos-Manzanares MT, Barón-López FJ, Vega-Cuesta M. The association between academic engagement and achievement in health sciences students. BMC Med Educ. 2013;13(1):33.
[5]Horstmanshof L, Zimitat C. Future time orientation predicts academic engagement among first-year university students. Br J Educ Psychol. 2007;77(3):703-18.
[6]Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Rev Educ Res. 2004;74(1):59-109.
[7]Chapman E. Alternative approaches to assessing student engagement rates. Pract Assess Res Eval. 2003;8(13):1-10.
[8]Keyes CL. Social well-being. Soc Psychol Q. 1998;61(2):121-40.
[9]Narimany M, Rajabi S. Study the prevalence and causes of learning disabilities in elementary school students in Ardabil province. Res Except Child. 2005;5(3):231-52. [Persian]
[10]Wentzel KR. Student motivation in middle school: The role of perceived pedagogical caring. J Educ Psychol. 1997;89(3):411-9.
[11]Severiens SE, Schmidt HG. Academic and social integration and study progress in problem based learning. High Educ. 2009;58(1):59-69.
[12]Abolghasemi A. Study relationship between stressors student with academic performance in students according to religious attitudes. J Educ Psychol. 2004;11(1-2):1-18. [Persian]
[13]Martin AJ, Marsh HW. Academic buoyancy: Towards an understanding of students' everyday academic resilience. J Sch Psychol. 2008;46(1):53-83.
[14]Putwain DW, Connors L, Symes W, Douglas-Osborn E. Is academic buoyancy anything more than adaptive coping?. Anxiety Stress Coping. 2012;25(3):349-58.
[15]Balkis M. The relationship between academic procrastination and students' burnout. Hacet Univ Eğitim Fakültesi Dergisi. 2013;28(1):68-78. [Turkish]
[16]Watson R, Deary I, Thompson D, Li G. A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. Int J Nurs Stud. 2008;45(10):1534-42.
[17]Dehghani Zadeh MH, Hossein Chari M. Academic vitality and perception of family communication patterns, the mediating role of self-efficacy. J Stud Teach Learn. 2012;4(2):22-47. [Persian]
[18]Abbasi M, Dargahi SH, Pirani Z, Bonyadi F. Role of procrastination and motivational self-regulation in predicting students’ academic engagement. Iran J Med Educ. 2015;15(23):160-9. [Persian]
[19]Heydari Gh, Ghanayi Z. Social well-being standardized questionnaire. Thoughts Behav Clin Psychol. 2008;2(7):31-40. [Persian]
[20]Martin AJ, Marsh HW. Academic resilience and its psychological and educational correlates: A construct validity approach. Psychol Sch. 2006;43(3):267-81.
[21]Suárez-Orozco C, Pimentel A, Martin M. The significance of relationships: Academic engagement and achievement among newcomer immigrant youth. Teach Coll Rec. 2009;111(3):712-49.
[22]Abdollah Tabar H, Coldy A, Mohagegi Kamal H, Setareh Forozan A, Salehy M. A study of social well-being among students. Soc Welf Q. 2008;8(30-31):171-90. [Persian]
[23]Kamran F, Taheri B. A comparative study of achievement motivation among social classes [Dissertation]. Tehran: Islamic Azad University; 2009. [Persian]
[24]Heydari AR, Seyed Asiaban S. The comparison of critical thinking, hardiness, achieve-ment motivation and creativity of the male and female students of Islamic Azad University of Andimeshk. Soc Psychol. 2013;8(27):101-17. [Persian]
[25]Nazary R, Beheshty Z, Arzani A, Hajhoseini F. Stressors in the nursing students' clinical training Amol. Babul Univ Med Sci. 2007;9(2):45-50. [Persian]