[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Contact us::
Site Facilities::
Search in website

Advanced Search
Receive site information
Enter your Email in the following box to receive the site news and information.
:: Volume 1, Issue 1 (En 2012) ::
مدیریت پرستاری 2012, 1(1): 36-46 Back to browse issues page
The nursing students’ motivational profile and its relationship to their academic achievement:A person-oriented approach
Shahram Vahedi * , Khalil Esmaeel poor , Vahid Zamanzadeh , Afsaneh Ataee zade
Edcuational Psychology, Tabriz University
Abstract:   (22491 Views)


Introduction: Different variables such as motivation, self-esteem, and learning methods can affect the learner during learning activity. Therefore, educational research has shown that motivation is one of the essential factors for the improvement of student performances.

Aim: Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of nursing students and to compare their academic achievement considering these profiles.

Method: This study was conducted with a comparative-descriptive method. The participants were 181 undergraduate nursing students in Tabriz Faculty of Nursing, at academic year (2011-2012) who completed the AMS (Academic Motivation Scale). Internal consistency reliability (Cronbach’s alpha) of the scale showed that this scale was reliable (α=0.73 to α=0.86). The instrument has 28 questions divided into seven subscales that measure intrinsic motivation (to know, toward accomplishment, to experience stimulation), extrinsic motivation (external regulation, interjected regulation, identified) and motivation. The criterion for academic achievement was students’ total average in the previous semester. The methods of hierarchy cluster analysis, ANOVA, MANOVA were used for data analysis using SPSS software.

Results: Cluster analysis revealed three motivational profiles for the students: 9% of the subjects were placed in the low quantity motivation group (low levels of both intrinsic and extrinsic motivation, but high level of motivation), 46% were placed in the moderate quantity motivation group (moderate levels of intrinsic, extrinsic motivation, and motivation), the high quantity motivation group (44%) (high levels of both intrinsic and extrinsic motivation, but low level of motivation). The academic achievement of low quantity motivation group was lower than the other clusters (p<0.05). Moreover, female subjects had higher autonomous motivation compared to the male subjects (p<0.01). Fourth grade students had the highest motivation level (p<0.005).

Conclusion: IThe findings of this study will help those involved in the field of education make effective attempts by planning helpful educational program, so promote the students’ learning motivations, particularly the senior ones during the academic years.

Keywords: academic achievement, academic motivation, nursing students, motivational profile
Full-Text [PDF 350 kb]   (5133 Downloads)    
Type of Study: Research | Subject: Special
Received: 2012/02/19 | Accepted: 2013/10/6 | Published: 2013/10/6
1. Karami A. Survey of factors affecting the academic achievement of high school students in Tehran. Pazhouhesh_haye-Tarbiati: Islamic Azad University - Bojnourd Branch, 2005, 2(4): 103-118. [Persian]
2. Tella A. The impact of motivation on student's academic achievement and learning outcomes in mathematics among secondary school students in nigeria. Eurasis Journal of Mahtematics, Science & technology Education. 2007; 3(2): 149-156. [DOI:10.12973/ejmste/75390]
3. Good L, Brophy E. Looking into classrooms. 8th Ed. New York: Longman; 2000.
4. Linnenbrink A, Pintrich R. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist. 2002; 37(2): 69–78. [DOI:10.1207/S15326985EP3702_2]
5. Biabangard E. The relationship between self-esteem, achievement motivation and academic achievement amont high schools at third grade level in Tehran. Psychological Studies, 2005, 1(4, 5): 131-144. [Persian]
6. Hasanzadeh R. Motivation and emotion. Tehran: Arasbaran, 2007. [Persian]
7. Saif A.A. Modern Educational Psychology. 6th ed. Tehran: Dowran, 2009. [Persian]
8. Vallerand R, Pelletier L, Blais M, Brière N, Senécal C, Vallières E. The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotivation in Education Educational And Psychological Measurment. 1992; 52(4): 1003-1017. [DOI:10.1177/0013164492052004025]
9. Ryan M, Deci L. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology. 2000; 25(1): 54-67. [DOI:10.1006/ceps.1999.1020]
10. Vansteenkiste M, Sierens E, Soenenes B, Luychx k, Lens W. Motivational Profiles From a Self-Determination Perspective: The Quality of Motivation Matters. Journal of Educational Psychology. 2009; 101(3): 671-688. [DOI:10.1037/a0015083]
11. Deci L, Ryan M. The «what» and «why» of goal pursuits: Human needs and the self-determination theory. Psychological Inquiry. 2000; 11(4): 227-268. [DOI:10.1207/S15327965PLI1104_01]
12. Deci L, Ryan M. Self-determination theory: a macrotheory of human motivation, development, and health. Canadian Osychology Association. 2008; 49(3): 182-185. [DOI:10.1037/a0012801]
13. Rio J.M. Motivation and emotion. [Y. Seyyed Mohammadi, Trans.,].Tehran: Virayesh, 2002. [Persian]
14. Ryan M, Deci L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well- being. American Psychologist. 2000; 55(1): 8-78. [DOI:10.1037/0003-066X.55.1.68]
15. Deci L, Ryan M. Intrinsic motivation and self-determination in human behaviour. New York: Plenium; 1985. [DOI:10.1007/978-1-4899-2271-7]
16. Ratelle CF, Guay F, Vallerand RJ, Larose S, Senécal C. Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis. Journal of Educational Psychology. 2007; 99(4): 734-746. [DOI:10.1037/0022-0663.99.4.734]
17. Mesrabadi J, Ahmadi Z, Erfani Adab E. Teachers' Training Students' Motivational Clusters in General, Educational and Core Courses in Azerbaijan University of Tarbiat Moallem, Qurterly Journal of Research and Planing in Higher Education, 2010, 16(58): 57-72. [Persian]
18. Badri Gargari R, Moradi S, Hosseinpoor H. Types of learning motivation in University of Tabriz students: Comparison of Cognitive, emotional, and social performance of students, Journal of Psychology, 2011, 6(21): 19-42. [Persian]
19. Bohrani M. A Study of Secondary students' academic motivation and the predictive factors, Journal of Social Sciences and Humanities of Shiraz University, 2005, 22(4 (45)): 104-115 [Persian]
20. Gotfried A, Fleming J, Gottfried A. Continuity of Academic Intrinsic Motivation from Childhood Through Late Adolescene: A Longitudinal Study. Journal of Educational Psychology. 2001; 93(1): 3-13. [DOI:10.1037/0022-0663.93.1.3]
21. Yousefi A, Ghassemi G, Firouznia S. The relationship between academic motivation and academic Achievement in medical students of Isfahan University of Medical Sciences, Iranian Journal of Medical Education, 2009, 9(1): 79-84. [Persian]
22. Ntoumanis N. A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology. 2001(2); 71: 225-242. [DOI:10.1348/000709901158497]
23. Wormington S, Corpus J, Anderson K. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA; 2001.
24. Lang T, Hall D. Academic motivation profile in business classes. Academic Exchange Quarterly. 2005; 9: 145-150.
25. McCoach D, Siegle D. A comparison of high achievers' and low achiever' attitudes, perceptions, and motivations. Academic Exchange. 2001; 71-79. [Internet]. [Cited 2001]. Available from: http:// www. gifted. uconn. edu / siegle/Publications/ AEQComparisonOfAchievers.pdf
26. Zahiri Naw B, Rajabi S. The study of variables reducing academic motivation of "Persian language and literature" students, Daneshvar (Raftar) Shahed University, 2009, 16(36): 69-80 [Persian]
27. Vakili Z, Ivan Baga R. Survey of effective factors on intrinsic and extrinsic motivation of clinical students from the viewpoints of nursing students of faculty of Nursing and Midwifery, Khalkhal. In National Congress of Clinical Training in Nursing and Midwifery. Ardabil University of Medical Sciences
28. Menyhárt A. Teachers or Lectures? The motivational profile of university teachers of English. Working Papers in Language Pedagogy, 2008; 2: 119-137.
29. Mazloomy S.S, Ehrampoush M.H, Servat F, Askarshahi M. Assessment of academic motivation and its relationship with health-risk behaviors in male students of Yazd University, Journal of Shahid Sadoughi University of Medical Sciences and health services, 2010, 18(3): 184-190. [Persian]
30. Adib Hajbagheri M, Dianati M. The compatibility of student's personality for studying nursing and working in their profession, Iranian journal of medical education, 2004, 4(2(12)): 5-11. [Persian]
31. Joolaee S, Mehrdad N, Bohrani N. A survey on nursing student's opinions toward nursing and reasons for giving it up, Iranian journal of nursing research, 2006, 1(1):21-28. [Persian]
32. Shakibaee D, Iranfar S.H, Montazeri N, Rezaei M, Yari N. Motivation of medical students towards their courses in different educational levels. Teb Va Tazkiyeh. 2005, 14(57): 10-15. [Persian]
33. Sarmad, Z, Bazargan, A, and Hejazie, E. Research Methods for Behavioral Sciences. 5th ed. Teheran: Agah Publisher, 2006. [Persian]
34. Hegarty N. Application of the Academic Motivation Scale to Graduate School Students. The Journal of Human Resource and Adult Learning. 2010; 6(2): 48-55.
35. Bagheri N. Standardizing of academic motivation scale between Tehran high school students.[M.A.Thesis]. Psychology. Tehran: Tarbiat Moaalem University, 2000.
36. Liu WC, Wang CK, Tan OS, Koh C, Ee J. A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences. 2009; 19: 139-145. [DOI:10.1016/j.lindif.2008.07.002]
Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Vahedi S, Esmaeel poor K, Zamanzadeh V, Ataee zade A. The nursing students’ motivational profile and its relationship to their academic achievement:A person-oriented approach. مدیریت پرستاری 2012; 1 (1) :36-46
URL: http://ijnv.ir/article-1-66-en.html

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 1, Issue 1 (En 2012) Back to browse issues page
فصلنامه مدیریت پرستاری Quarterly Journal of Nursing Management
Persian site map - English site map - Created in 0.05 seconds with 37 queries by YEKTAWEB 4652