A Comparison of Associate and Bachelor Degree Nursing Students' Motivation

Autor/in	Parlett, Deborah K.
Titel	A Comparison of Associate and Bachelor Degree Nursing Students' Motivation
Quelle	(2012), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-9627-9
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Student Motivation; Curriculum Development; Nursing Students; College Programs; Careers; Social Change; Motivation Techniques; Nurses; Comparative Analysis; Associate Degrees; Bachelors Degrees; Self Control; Self Destructive Behavior; Self Efficacy; Multiple Regression Analysis; College Students; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Schulische Motivation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Studienprogramm; Career; Karriere; Sozialer Wandel; Motivationsförderung; 'Bachelor''s degrees'; Bachelor-Studiengang; Selbstbeherrschung; Self destrucive behaviour; Selbstzerstörung; Self-efficacy; Selbstwirksamkeit; Collegestudent
Abstract	Student motivation is a key factor in determining whether college students are successful in their academic careers and, ultimately their professional careers. Motivation is an internal drive within a person to move to action to complete a task. Student motivation encompasses self-regulation, determination, and efficacy. It is important for educators to develop curricula that encourage students to maintain their educational focus and motivation. Previous researchers have developed motivational theories, such as goal, self-determination, and future-time perspective, to identify factors that influence student learning. Examining how motivational skills are related to academic achievement in 2-year and 4-year college programs of nursing has not been examined. Therefore, the purpose of this study was to examine how motivational strategies were related to academic achievement in nursing students and if this differed by type of program. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to volunteer first-year nursing students in a 2-year community college and a 4-year college at the end of the semester. Responses were analyzed utilizing the strategy of multiple regression to determine the group similarities and differences regarding their motivational variances, skill sets, strategy utilization, and academic achievement between these associate and bachelor degree nursing students. The most notable conclusion emphasized there was no difference between 2- year and 4- year students in motivational skills that influence academic achievement. The study contributes to positive social change by identifying motivational and social factors in nursing education to maintain academic success and accelerating the social process that will ultimately better serve the public interest in the quality of nursing care they receive. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10